bangladesh – nepal – uk seminar on disaster risk reduction … · 2011-04-06 · disaster...

Disaster Management and Sustainable Development Centre

BRAC University

B.P. Koirala Institute of Health Sceiences

Bangladesh – Nepal – UK Seminar

On

Disaster Risk Reduction Studies in

Higher Education:

Linking Communities for Livelihood

Security

01 – 02 July 2007

Venue: Kathmandu University,

Dhulikhel, Nepal

Proceedings

Funded by

British Council

i

Contents

Seminar Summary 1

Presentations 4

Importance of Disaster Risk Reduction Studies in South Asia

Rohit Jigyasu

4

Importance of Disaster Risk Reduction in Asia

K. Iftekhar Ahmed

12

Disaster Risk Reduction in Nepalese Higher Education Curriculum

- A case study from Kathmandu University –

Sanjay N. Khanal, Rana B. Chhetri, Kumud R. Kafle, Sabita A. Khanna

19

Disaster Risk Reduction Education in Nepalese School Curriculum

Haribol Khanal

22

Disaster Risk Reduction in UK Higher Education

Andrew Collins

24

CHALLENGES and OPPORTUNITIES of TEACHING DRR in HIGHER EDUCATION

Dilruba Haider

31

Disaster Risk Reduction in Bangladesh Higher Education

K. Iftekhar Ahmed

27

Disaster risk & Public health

What to impart in public media and How much skills we need to manage as health

professionals

Paras K Pokharel MD

33

Issues and Challenges of Disaster Risk Reduction Teaching in Higher Education

Kumud R. Kafle, Sanjay N. Khanal, Rana B. Chhetri, Sabita A. Khanna

42

RESEARCH ON DISASTERS AT BRAC UNIVERSITY

Md. Humayun Kabir, Md. Hafizul Hasan

45

Research Methods in Disaster Risk Reduction Study

Sabita A. Khanna, Kumud R. Kafle, Samantha Jones, Sanjay N. Khanal

51

Research Methods in Risk Assessment

Anup Ghimire

53

Challenge in Risk Communication

Kiran Pokhrel

56

Doing Postgraduate Research in Disaster Risk and Resilience from Nepalese

Prospective

Komal Raj Aryal

59

ii

Methods for Risk and Resilience Research in Nepal

Samantha Jones

63

Appendix1: Programme 66

Appendix2: Name List 69

Appendix3: Suggested Development of Collaboration 72

Appendix4: Photos 75

1

Seminar Summary

The Disaster and Development Centre, Northumbria University together with

Kathmandu University organised a seminar on Disaster Risk Reduction Studies

in Higher Education: Linking Communities for Livelihood Security. This was held

in Dhulikhel, Kavre, Nepal. The event was organised as a part of the programme

on ‘People Centred Hazard and Vulnerability Mitigation in Disaster Risk

Management’. As a DelPHE sponsored seminar, it brought together DelPHE

partners, together with other disasters studies interest groups. It constituted an

exchange experience and views on key challenges facing the implementation of

disaster risk reduction studies in south Asia, especially in Bangladesh, Nepal

and the UK. Plans for future working together were also drafted.

The seminar was enriched by participants from multiple disciplines, from

Bangladesh, India, Japan, Nepal and the United Kingdom but it’s focus was

more on Bangladesh and Nepal.

The seminar exchanged the teaching and research practices for higher

education in Bangladesh, Nepal and the United Kingdom in advancing disaster

risk reduction education. It was focused on evidence based research; research

lead teaching, disaster risk knowledge transfer for higher education teaching,

and the challenge of linking community to higher education studies in disaster

risk management. The participants of the seminar examined how education,

including higher education can play an important role in helping to create

disaster resilience communities in south Asia. However, sustainable disaster risk

2

reduction education could only be implemented by linking evidence based local

practices. This seminar focused on exploring ideas on disaster risk reduction

studies with the main goals and objectives to:

1. Explore disaster risk reduction curriculum in higher education from

Bangladeshi, Nepalese and the UK perspectives.

2. Learn more about how to help each other (inter university) make informed

disaster risk reduction decisions.

3. Prepare university research centres to participate and integrate in

regional, national and local risk reduction.

It is hoped that this seminar encouraged involvement of disaster risk reduction

professionals in risk reduction education efforts and related research in

Bangladesh, Nepal and the UK.

In an opening session Mr. Pratap Kumar Pathak1, outlined the importance of the

seminar as part of his chief guest speech. Mr. Pathak shared his experiences on

the drafted National Disaster Risk Management Strategies (NDRMS) based on

Nepalese commitments at the World Conference on Disaster Reduction (WCDR,

2005). Dr. Andrew Collins2, framed the seminar with his key note address

emphasising the need for evidence based research lead teaching in disaster risk

1 Joint secretary and head of Disaster Management Department at Ministry of Home

Affairs Nepal

2 Director, Disaster and Development Centre, Northumbria University

3

reduction studies. Mr. John Fry3 emphasised the role to be played by higher

education institutions in making aware marginalised and vulnerable communities

to reduce the impact of disasters in Nepal and Bangladesh. Mr. Fry expressed

his pleasure with all participants of the seminar by presenting a DelPHE

Emergency Kit Box4 to Pachkhal Valley Risk and Resilience Committee.

This report presents the most of the accompanying presentations and key issues,

ideas and challenges raised in the seminar.

3 Country Director, British Council, Nepal

4 DelPHE Emergency Kits Box, designed by Komal Raj Aryal, Research Associate

and Manager of the Nepal – Bangladesh DelPHE project at Disaster and Development

Centre Northumbria University. The box is named as Jeeban Rachak Bakas (life

saving box) in Nepalese language.

4

Importance of Disaster Risk Importance of Disaster Risk

Reduction Studies in South AsiaReduction Studies in South Asia

Rohit Jigyasu

Conservation Architect & Risk

Management Consultant, India

Increasing Vulnerability to natural disasters in Increasing Vulnerability to natural disasters in South AsiaSouth Asia..

An estimated one fifth of the vulnerable poor in South An estimated one fifth of the vulnerable poor in South

Asia become victims of natural disasters each year.Asia become victims of natural disasters each year.

Mumbai Floods, India Mumbai Floods, India Mumbai Floods, India Mumbai Floods, India 2005….and at the moment 2005….and at the moment 2005….and at the moment 2005….and at the moment !!!!!!!!!!!!!!!!

Floods in Surat, Gujarat

August 2006

Northern Kashmir Earthquake 2005Northern Kashmir Earthquake 2005

5

Indian Ocean Tsunami, 2005Indian Ocean Tsunami, 2005Indian Ocean Tsunami, 2005Indian Ocean Tsunami, 2005 Disasters Disasters –– linkages across linkages across

boundariesboundariesDrought in 2000 affected India, Pakistan and Drought in 2000 affected India, Pakistan and Afghanistan simultaneously.Afghanistan simultaneously.

OctoberOctober--November 2000 monsoon flooding and November 2000 monsoon flooding and subsequent soil erosion in Northsubsequent soil erosion in North--East India, Nepal and East India, Nepal and Bhutan triggered severe floods in Bangladesh.Bhutan triggered severe floods in Bangladesh.

December 2004 Tsunami affected eastern coast of Sri December 2004 Tsunami affected eastern coast of Sri Lanka and South IndiaLanka and South India

October 2005 Kashmir Earthquake affected India and October 2005 Kashmir Earthquake affected India and Pakistan.Pakistan.

Underlying Reasons for Increasing Underlying Reasons for Increasing

Disaster Vulnerability in South AsiaDisaster Vulnerability in South Asia

Vulnerability of Rural Housing

- Degeneration of Traditional Skills

- Lack of Maintenance

- Incompatible Changes

- Poor Workmanship Lack of

MaintenanceAbsentee

Ownership

Livelihood

InsecurityPoverty

6

Risks from aggressive tourism and development

‘Modern’ Images as benchmarks for development

Risks to Indigenous

Water Systems due to

unplanned development

and loss of traditional

knowledge

Impact of Changes in Management Systems for

Agricultural Land

Boarding School

Land traditionally owned

by outsiders

Local

Ownership

Future

Residen

tial

Areas

Guthi

Forced Transition around rural Forced Transition around rural Forced Transition around rural Forced Transition around rural settlements resulting in loss of control settlements resulting in loss of control settlements resulting in loss of control settlements resulting in loss of control

over local resourcesover local resourcesover local resourcesover local resources

Bungamati

Risks from Floods & Soil

Erosion –

Cultural Landscape of

Majuli, Assam, India

Risks from

Ill-conceived Development

and Tourism

Majuli Cultural

Landscape

7

Need for comprehensive

protection measures (not

piecemeal)

Link with people’s livelihoods

Impact of Changing

Habitation Pattern

Transformation Processes –

Increasing Earthquake

Vulnerability

Shifting Char areas traditionally used as the inter-phase between the

hinterland and the mainland across the river. However, Flood Mitigation

Measures such as Embankments block the natural braided river

characteristics of water network system which are interconnected but

comes more alive during flood season. Moreover sudden,rapid changes

due to permanent habitation and cultivation is increasing the number of

Chars, causing risks of flooding and soil erosion

Fighting or Living with Risks ?

Risks to Delicate Ecological Relationships

-Poor maintenance

- Misperceptions

- Subdivision

Transformation Processes

in Urban Areas

8

Common Factors for Increasing Common Factors for Increasing

Disaster Vulnerability Disaster Vulnerability

Poverty resulting in lack of maintenance, poor quality of Poverty resulting in lack of maintenance, poor quality of constructions.constructions.

Loss of Traditional Knowledge and inadequate Loss of Traditional Knowledge and inadequate understanding of ‘Modern’ Knowledge understanding of ‘Modern’ Knowledge

Acute Urbanization Pressures.Acute Urbanization Pressures.

Unsustainable DevelopmentUnsustainable Development

Risks to Delicate Ecological RelationshipsRisks to Delicate Ecological Relationships

Destruction more by

demolition than by Earthquake

during Emergency response

Risks during Emergency Response

Other issues during emergency responseOther issues during emergency response

Lack of coordination between multiple agencies Lack of coordination between multiple agencies

–– international, public, non governmentalinternational, public, non governmental

Lack of procedures for rescue and relief. Lack of procedures for rescue and relief.

Absence of adequate engagement of local Absence of adequate engagement of local

community members.community members.

Absence of adequate procedures for damage Absence of adequate procedures for damage

assessment.assessment.

Northern Kashmir Earthquake 2005Northern Kashmir Earthquake 2005

Risks during Post Disaster RecoveryRisks during Post Disaster RecoveryRisks during Post Disaster RecoveryRisks during Post Disaster Recovery

Mis-perceptions!

Natural or Cultural Disaster ?

Local Craftsmen Local Craftsmen –– Where are they?Where are they?

9

The Survivors !The Survivors !

Post Earthquake ReconstructionPost Earthquake ReconstructionPost Earthquake ReconstructionPost Earthquake Reconstruction

Imported Technology as Rigid Design Packages – How Sustainable?

New Layout

Traditional layout

Culturally Compatible?

Main Issues during postMain Issues during post--disaster disaster

rehabilitation phaserehabilitation phase

Reconstruction through compensation takes precedence over long Reconstruction through compensation takes precedence over long term sustainable recovery and improved resilience, thereby term sustainable recovery and improved resilience, thereby increasing dependenciesincreasing dependencies

Importing unsuitable and unsustainable disaster resistant technology Importing unsuitable and unsustainable disaster resistant technology as designed packages for duplication.as designed packages for duplication.

Lack of utilization of local knowledge and capacity. Community Lack of utilization of local knowledge and capacity. Community Participation Participation –– rhetoric or reality?rhetoric or reality?

Lack of understanding of local social and economic dynamics. IlLack of understanding of local social and economic dynamics. Il--conceived policies may lead to social polarization and break up of conceived policies may lead to social polarization and break up of community structure.community structure.

Challenges in bridging communities, NGOs and the local Challenges in bridging communities, NGOs and the local GovernmentGovernment

Disaster Risk Reduction Disaster Risk Reduction

Studies in South AsiaStudies in South Asia

Thrust AreasThrust Areas

10

Vulnerability of an area/region largely

understood as its Exposure to one Hazard at

one particular time

Area/RegionThe Hazard

Shift Required?

Vulnerability to be seen as `products` Vulnerability to be seen as `products`

and `processes`and `processes`

As `product` of social, cultural and economic As `product` of social, cultural and economic

transformation processes within communities.transformation processes within communities.

As `product` of normal (under) development processAs `product` of normal (under) development process

As `product` of immediate and longAs `product` of immediate and long--term disaster term disaster

response.response.

Before Disaster

During Disaster

After Disaster

PREVENTION

RESPONSE

Developing Backward and Forward Linkages

RECOVERY

Before Disaster

During Disaster

After Disaster

RISK

ASSESSMENT

RISK

MITIGATION

EMERGENCY

PREPAREDNESS

RESPONSE

PROCEEDURES

DAMAGE

ASSESSMENT

TREATMENT

REHABILITATON

Relationship between Disaster Management & Risk Management

RISKS

RISKS

RISKS

Multiple factors affect each other for Multiple factors affect each other for

increasing disaster vulnerabilityincreasing disaster vulnerability

Multi-Hazard Perspective

Disaster Risks are result of complex phenomena, linked Disaster Risks are result of complex phenomena, linked

not only to the catastrophic events like earthquakes but not only to the catastrophic events like earthquakes but

also to the slow and progressive events/factors that also to the slow and progressive events/factors that

increase vulnerability to disastersincrease vulnerability to disasters

Momentary events like earthquakes or floods just serve Momentary events like earthquakes or floods just serve

as the catalysts.as the catalysts.

Integrated and Dynamic Approach towards

Vulnerability Reduction Required for Sustainable

Disaster Reduction in South Asia

11

Disaster Risk Management Goals cannot merely

be looked in isolation as specialized policies

and programmesA

Rather these need to be integrated into

-Development Policies & Programs

-Urban and Rural Planning

-Housing

-Transport and Infrastructure Planning

-Environmental Planning & Management

Linking Research to

Policy and Action ?But the big challenge is A.

Disaster Risk Reduction Studies Disaster Risk Reduction Studies

in South Asia in South Asia –– For Whom? For Whom?

Different Types of Educational Initiatives for Different Types of Educational Initiatives for Different Target Groups; Different Target Groups;

•Professionals like Engineers, Architects etc.

•Administrators / Public Agencies

•Formal School Education at primary and

secondary

•Informal / Vocational Education

•Various local community groups e.g. masons,

women, youth.

Facilitate Interaction / Cooperation among Various Target Groups

Role of Local Knowledge and Role of Local Knowledge and

CapacityCapacity

Need to recover ‘scientific’ aspects of traditional Need to recover ‘scientific’ aspects of traditional

knowledge and ‘traditional’ aspects of ‘scientific knowledge and ‘traditional’ aspects of ‘scientific

knowledge’knowledge’

Facilitating evolution of traditional knowledge to Facilitating evolution of traditional knowledge to

adapt it to the contemporary context / present adapt it to the contemporary context / present

needs and realitiesneeds and realities

Need for Multi-disciplinary, Participatory and Applied Research

Calling for Recognition of Local Calling for Recognition of Local

Knowledge and CapacityKnowledge and Capacity

��State��State--level disaster preparedness and level disaster preparedness and

mitigation measures are heavily tilted towards mitigation measures are heavily tilted towards

structural aspects and undermine nonstructural structural aspects and undermine nonstructural

elements such as social and economic aspects elements such as social and economic aspects

of risk and vulnerability, of risk and vulnerability, knowledge and knowledge and

capacities of local people on coping and risk capacities of local people on coping and risk

managementmanagement�..�..

South Asian Regional Policy Dialogue on Disaster South Asian Regional Policy Dialogue on Disaster

Risk Reduction and Management, August 2006Risk Reduction and Management, August 2006

Integrated Disaster Risk Management necessary

for linking present, past and future

12

PPDM

0

Importance of Disaster Risk

Reduction in Asia

K. Iftekhar Ahmed, PhD

Postgraduate Programs in Disaster Management (PPDM)

BRAC University

Dhaka, Bangladeshwww.bracuniversity.ac.bd

PPDM

1

Total number of reported disasters (1995-2004)

• During 2000 -2004 (5 years) 55 % increase

• From 1995 -1999 Low Human Development (LHD)

countries 100 % increase

• Medium Human Development (MHD) countries

57 % increase

• High Human Development (HHD) 20 % increase

2004 and 2005 were the worst years of the decade

for countries of Medium Human Development

(MHD)

PPDM

2(ADRC 2006)

• 2004 was particularly

disastrous for Asia due to

Indian Ocean Tsunami. Also

earthquakes, storms and floods.

• 2005 was also disastrous due

to South Asian Earthquake –

almost 91% of global disaster-

related human losses.

• In Asia (2005) >83% of total

affected people and 91% of

human losses. But only 11.8%

of economic damage.

(Digital Globe, 2004)

PPDM

3(ISDR 2006)

PPDM

4

Events Killed Injured Homeless Affected TotalAffected

DamageUS(000's)

Drought 4 0 0 0 4,400,000 4,400,000 0

ave. per event 0 0 0 1,100,000 1,100,000 0

Earthquake 5 9,929 6,771 35,000 520,230 562,001 306,000

ave. per event 1,986 1,354 7,000 104,046 112,400 61,200

Epidemic 17 4,181 0 0 110,551 110,551 0

ave. per event 246 0 0 6,503 6,503 0

Extreme Temperature 3 108 210 0 0 210 0

ave. per event 36 70 0 0 70 0

Flood 27 5,478 1,024 81,925 2,326,045 2,408,994 990,613

ave. per event 203 38 3,034 86,150 89,222 36,689

Slides 16 1,728 124 80,200 362,294 442,618 0

ave. per event 108 8 5,013 22,643 27,664 0

Wild Fires 2 88 0 54,000 0 54,000 6,200

ave. per event 44 0 27,000 0 27,000 3,100

Wind Storm 6 97 19 0 165 184 3,600

ave. per event 16 3 0 28 31 600

Source:"EM-DAT: The OFDA/CRED International Disaster Database Summarized Table of �atural Disasters in NEPAL

from 1934 to 2006

PPDM

5

(ADRC 2006)

13

PPDM

6

(ADRC 2006)

PPDM

7(ADRC 2006)

PPDM

8

Drought and famine are by far the deadliest natural disasters accounting for 48% of all deaths from

natural disasters between 1994-2003.

PPDM

9

Disasters – Asia and the rest of the World

Rest of the World 48%

Asia 52%

Rest of the World 13%

Asia 87%

Population Casualties

Inhabitants of Asia are more prone to disaster casualty than elsewhere in the world

(World Bank)

PPDM

10

AfricaAfricaAfricaAfrica AmericasAmericasAmericasAmericas AsiaAsiaAsiaAsia EuropeEuropeEuropeEurope OceaniaOceaniaOceaniaOceania

Total Natural

Disasters

532 840 1,192 488 147

Total

Technological

Disasters

779 383 1,267 346 15

Industrial

accidents

45 43 313 72 0

Miscellaneous

accidents

84 63 212 67 4

Transport

accidents650 277 742 346 11

TOTAL 2,090 1,606 3,726 1,319 177

Total number of reported disasters by type ofphenomenon and by continent (1995 – 2004)

(World Disaster Report 2005)

PPDM

11

Some Factors Influencing

Disaster Trends

14

PPDM

12

Agencies that try to predict future population

seem to be moving closer to a consensus that:

• The world population will

continue to grow until after

the middle of this century

(after 2050)

• Reaching a peak of some 9

billion (up from today's 6.4

billion) and then …

• Perhaps declining in the

waning years of this century(Population Reference Bureau)

Population GrowthPopulation Growth

PPDM

13

(UNFPA, 1998)

PPDM

14

Economic Growth►In 2030, the USA will still

remain the greatest power, but

its share in world GDP will

drop from 28.5 to 25%.

►China will become the second

power with 22% of world GDP.

►The European Union (25

countries), is expected to

include 7 additional countries

(Turkey, Bulgaria, Romania,

Croatia, Serbia, Bosnia,

Macedonia). It will represent

18% of world GDP compared to

28% in 2000.

PPDM

15

►As for Japan, its share of

world GDP will decrease

from 14% in 2000 to 7%

in 2030.

►England and France will

disappear from the table

of the five foremost world

powers.

►India will be first among

the next 10 powers,

overtaking England and

France.

(Free World Academy)

(www.silicon.com)

PPDM

16

Economic Disparity

►By 2015, more than 500

million Indians will live in dire

poverty, despite rapid

economic growth in their

country.

►Since 1990 some 270m people

in Asia-Pacific came out of

poverty….. But still some

670m people living on less

than $1 per day. (U3ESCAP 2005)

(Daily Star 2006)

PPDM

17

Global Oil Reserves-to-Production Ratios, 2004

(World Resource Institute)

E�ERGY - OIL

15

PPDM

18

►The loss of coral reefs and

marine lives as oceans become

warmer habitat for marine

animals

►Increase in frequency and

severity of hydro-

meteorological disasters causing

catastrophic damages to lives

and livelihood options.

►Increase in the potential

transmission of vector-borne

infectious diseases

(http://tools.coralreef.org)

Impacts of Climate Change / Global Warming

PPDM

19

Deforestation► Increasing levels of wood and paper

consumption, primarily in industrialized

countries, is one of the primary factors

driving global deforestation.

► According to a study in 1981

(FAO/UNEP), tropical forests are

disappearing at the rate of 7.3 million

hectares (18 million acres) per year:

4.2 million hectares (10.4 million

acres) a year in Latin America


acres) a year in Asia


acres) a year in Africa

The rapid rate of deforestation in the tropics is a key

driving force in the yearly increase of flood disasters

PPDM

20

► Increase in run-off

► Soil erosion

► Sedimentation in river

► Increase in landslides

and flash floods

Impact of

Deforestation

PPDM

21(ISDR 2004)

Link between Environmental Degradation, Link between Environmental Degradation,

�atural Hazards and Vulnerability �atural Hazards and Vulnerability

PPDM

22

UrbanizationUrbanization

�World population will increase from 6.1 Billion in 2000 to 7.2 Billion in 2015

�Almost ALL of the additional population will reside in cities.

�By 2015 more than half of the world’s population will reside in cities, and 8 of the world’s 15 megacities will be in Asia.

PPDM

23

(www.concierge.com)

16

PPDM

24

The Impacts of Urbanization

�Greater unplanned settlement: squatter settlements.

�More densely populated communities.

�More people living on marginal lands.

�More people and property at risk to floods, earthquakes, etc.

�More infrastructure and hence more damage in disasters.

PPDM

25

Disaster Risk Management – What and Who?

Disaster risk management includes administrative decisions and operational activities that involve:

- Prevention

- Mitigation

- Preparedness

- Response

- Recovery and

- Rehabilitation

• Disaster risk management involves all levelsof government – decision makers and localgovernment

• �on-governmental and community-basedorganizations play a vital role in the process

• Communities themselves are first responders

PPDM

26

DRM refers to a range of

• Policies

• Legislative mandates

• Professional practices

• Social, structural and non-structural adjustments

• Risk transfer mechanisms

to prevent, reduce or minimise the effects of hazards on a community

PPDM

27

Disaster risk management on a regional level

PPDM

28

POLICY

LEGAL

ARRA�GEME�TS

I�STITUTIO�AL

FRAMEWORK

PPDM

29

The initiating mechanism

for policy formulation

and development of DM

systems is triggered by

actual disaster events;

usually not a proactive

process of reducing the

risks of disasters

occurring.

17

PPDM

30

RECENT DEVELOPMENTS IN S. ASIA:RECENT DEVELOPMENTS IN S. ASIA:RECENT DEVELOPMENTS IN S. ASIA:RECENT DEVELOPMENTS IN S. ASIA:

INDIAINDIAINDIAINDIA

• National Disaster Management Act, 2005.

• National Disaster Management Authority, 2005.

• Govt. & UNDP – Disaster Risk Management Program covering 17 states and 169 districts.

• State level Disaster Management Authority in 13 states, especially Gujarat (2001), Orissa (1999) and Tamil Nadu (Disaster Management Department). Picked up momentum post-tsunami 2004.

• District level multi-hazard disaster management planning initiated since 1995 and has picked up momentum post-tsunami 2004.

PPDM

31


BANGLADESHBANGLADESHBANGLADESHBANGLADESH

• Comprehensive Disaster Management Programme (CDMP),

2003: Strategic institutional and programming approach designed

to (a) Optimize the reduction of long-term risk and (b) To

strengthen operational capacities for responding to emergencies

and disaster situations including actions to improve recovery.

• “To achieve a paradigm shift in disaster management from

conventional response and relief to a more comprehensive risk

reduction culture.”

• Strategic focus: (a) Professionalizing the DM system, (b) Partner-

ship development, (c) Expanding Mitigation, Preparedness and

Response across a broader range of hazards, and (d)

Strengthening emergency response systems.

PPDM

32


SRI LANKASRI LANKASRI LANKASRI LANKA

• Post-tsunami 2004, significant steps have been taken towards putting in place a disaster risk management framework.

• Enactment of Sri Lanka Disaster Management (DM) Act, 2005.

• Establishment of the National Council for Disaster Management (NCDM) chaired by H.E. the President.

• Creation of the Disaster Management Centre as per the DM Act.

• Creation of the Ministry of Disaster Management & Human Rights.

PPDM

33

• Most recently the formulation and launch of the Road Map for Disaster Risk Management in Sri Lanka is a big step forward.

• This Road Map is a 10-year framework to be addressed in a systematic and prioritized manner with the involvement of all relevant stakeholders.

• These priorities for action are consistent with the Sri Lanka Disaster Management Act No. 13 of 2005, and also in line with the Hyogo Framework for Action 2005-2015.

PPDM

34

Future ChallengesFuture ChallengesFuture ChallengesFuture Challenges

• Increasing urbanization - by

2010, 50% of world population

will live in cities.

• More rural population migrating

into urban areas seeking

economic opportunities.

• Growth of human settlements

expanding into hazard-prone

areas.

• Global impacts such as climate

change and sea level rise for

island/coastal countries.

PPDM

35

• ENSO impact and increase in

Hydro-meteorological events.

• Potential earthquake impact in

large cities (Teheran,

Kathmandu, Dhaka, etc).

• Biological disasters (HIV-AIDS).

• Pandemic and epidemic threats

(Avian flu, SARS).

• New weapons of mass

destruction (biological weapons,

“dirty” bombs).

• Environmental degradation - air

pollution, depletion of sources of

water.

18

PPDM

36

Future NeedsFuture NeedsFuture NeedsFuture Needs

• Scientific approach for risk reduction.

• Need to learn from the past and application of lessons for future.

• Change in policy environment in most countries.

• New approaches (loss estimation and recovery planning after disaster events for building better, safer and fast).

• Mainstream risk management into sectors and all development interventions.

• Transfer of responsibility from national to local.

• Involvement of private sector.

PPDM

37

19

Disaster Risk Reduction in Nepalese Higher Education Curriculum

- A case study from Kathmandu University -BY

Sanjay N. Khanal, Rana B. Chhetri, Kumud R. Kafle, Sabita A. Khanna

Disaster Management and Sustainable Development Center (DMSDC)Department of Environmental Science and Engineering (DESE),

Kathmandu University (KU)

Nepal – Bangladesh – UK Seminar on"Disaster Risk Reduction Studies in Higher Education: Linking

Communities for Livelihood SustainabilityJuly 1- 2, 2007

Kathmandu University, Dhulikhel, Nepal

Establishment & Programs

� Higher Education Link was established between Kathmandu University and �orth Umbria University in 2003 under the support and management of DFID and British Council

� Department of Environmental Science and Engineering (DESE) KU offers:

� undergraduate courses on:

Environmental Science &

Environmental Engineering and

� graduate and post graduate programs in Environmental Science

DESE has following Centers, Laboratories &

facilities for research and teaching purpose

� Aquatic Ecology Center

� Disaster Management and Sustainable Development Center (DMSDC)

� Instrumentation Lab

� Environmental Lab

� Environmental Engineering Lab (under construction)

�Waste Water Treatment system

� Lysimeter for Leachate study

� Environmental Monitoring stations

� Experimental Field Plots

Major activities accomplished under this link

include:

Establishment of

� Disaster Management and Sustainable Development

Center (DMSDC)

Objectives of DMSDC:

� To offer academic courses on disaster and related fields

� To provide trainings to different strata of the people on different aspects of disaster management

� To carry out researches on specific and pertinent issues

� To raise public awareness about local hazards and vulnerabilities, mitigation measures and run preparedness programs

Objectives of DMSDC (Contd.)

� To establish a data base and sharing of information with concerned institutions

� To enhance the capacity of faculty members

� To establish collaborative linkages with concerned national and international organizations

� To offer a Masters program on Disaster management and Sustainable Development

20

Some highlights of DMSDC

� A Computer laboratory for GIS, RS and ESM has been established in the center

� Established Collaboration with �SET, CASITA and other concerned organizations

� Organization of talks/lectures, workshops

� Exchange visits

� Presentations and publications

� Student researches

Some highlights of DMSDC (Contd.)

� People Centered Hazard and Vulnerability Mitigation in Disaster Risk Management – October 2006

o Research on Disaster risk reduction: livelihood sustainability of communities - Panchkhal

o Capacity building

o Exchange visits

o Organization of workshop/ seminars

o Publications

Strengthening of the DMSDC:

� Capacity building - human resources, facilities

� Enhancement of links and collaboration

� Institutional as well as student research

DESE introduced Disaster Risk Management course in its graduate program and Environmental Hazard and Disaster management course in its undergraduate program since 2004.

The graduate course has following basic

coverage:

� Natural Hazards scenario of Nepal

� Disaster Risk Management in Nepal

� Vulnerability

� Risk, risk reduction, addressing remaining risk

� Disaster, Risk study methods

(�SET has been supporting for the offering of this course since the beginning)

The undergraduate course coverage is as

follows:

� Natural hazards, general principles of mitigation, hazard zoning, prediction, control, avoidance

� Identification, evaluation and mitigation of various kinds of hazards – tectonic, volcanic, gravitational, fluvial, ocean and lake, glacier and snow, ground water and permafrost, precipitation, wind, biosphere and cosmogenic

� State of natural disaster risks and preparations in Nepal.

Teaching learning process included – lectures, assignments, field studies, presentations etc.

21

Other Higher Education initiatives in �epal in

Disaster Risk management

� Tribhuvan University

� Institute of Engineering

o Center for Disaster studies

o Course – M. Sc. in structural Engineering – Seismic resistant design of structure

� Institute of Science and technology

o Course – M. Sc. in Geology – Geo-hazard and Environmental Geology

o Course – B. Sc. – Earth Hazard (optional)

Other Higher Education initiatives in �epal in

Disaster Risk management

� Pokhara University

� �epal Engineering College

o Center for Disaster Studies

o Proposed Master of Science program in Disaster Risk Management

� SCHEMS

o Course – B. Sc. Environmental Management – Disaster and risk assessment techniques

Thank youThank you

22

Disaster Risk Reduction Education in

Nepalese School Curriculum

Haribol Khanal

Executive Director,

Curriculum Development Centre, Ministry of

Education,

Nepal Government

School level curricular provisions

on Disaster management

Addressed by:

�The objectives (Primary to secondary)

�The contents basically ( science,

social studies, Environment,

Geography, population and

environment)

Objective of curricular provisions

• To provide general cognitive knowledge

• To develop positive attitudes towards

disaster management

• To develop skills on various issues of

disasters enabling students to initiate

preventive and safety measures

Curricular coverage

At primary level:

• Identification of the types of natural

disasters

• to describe the affects of natural disasters

• To describe the preventive ways of

disasters

• To adopt the preventive ways in everyday

lives

Curricular coverage cont/

• To take part in disaster management in

the surroundings

At lower secondary level

• To see the relations of development and

environment problems

• To describe and take part in protecting

natural resources including disasters

Curricular coverage cont..

At the secondary level

• To analyze and describe the causes, effects and preventive ways

• To take part in natural resource, and disaster management at the surroundings

• To understand the importance of caring for the earth, explain the human impact on it, identify the measures of caring and take part in caring activities

23

Curricular contents

• The following curricular contents have been included into the school level curricula in various subject areas in terms of knowledge, attitudes and skills development

– Landslides, flood, storm, aglagi, soil erosion,

– Earthquake, its impact / effects, causes and consequences

– Natural resources: concepts, types, and conservation

Curricular contents cont/

• Caring for earth: concepts, relations of

man and earth, need for caring, effects of

human acts on caring capacity of the earth,

ways of caring the earth

• Hazards: types (natural and human

created), reasons, impact of hazards and

their management

Problems in terms of disaster

management

• Specific focus on various types of natural

disasters and their critical analysis skills yet

to be discussed heavily

• Need more curricular weightage which is

quite difficult

• Pedagogical adaptation on disaster

management is yet to be made which play

significant roles in imparting technical skills

on students, teachers and even parents.

Curricular possibilities

• Analysis of the existing school level

curricula and identify the plugging point for

curricular integration

• Emerging trend, tools and techniques on

managing disasters can be integrated and or

promoted through curricula by initiating

necessary efforts in revision process

• Establishing Network in designing,

developing curricula and curricular materials

Curricular possibilities cont/

• Develop a resource manual, advocacy

manual, practical handbooks on disaster

management for educationists, curriculum

experts, teachers, others and disseminate

them to the practioner

• Initiation of orientation, awareness and

empowerment activities at the national to

grassroots level

On behalf of CDC

• We thank to the organizer for providing

opportunity for sharing the curricular

provisions, problems, and future

possibilities on this global concern to save

both the earth, human beings and the

future generations

Thank you

24

Disaster Risk Reduction in UK

Higher Education

Dr Andrew Collins

Disaster and Development Centre (DDC)


Higher Education

2

Where it came from

• Multiple disciplines - academic development and demand for a different paradigm (long term)

• Change in perception about effectiveness and cost effectiveness of disaster prevention - political

• Civil Contingencies Act (2004) - UK government concern about ‘security’

• Millennium Development Goals (1995, 2002) -international concern about sustainable development

• Process leading to Hyogo Framework (2004) -International acceptance of disaster reduction strategy

3

Environmental

Management

Human

Geography

Historical and

Political

Studies

Development

Studies

Social and

Behavioural

Studies

Public

Health

Emergency

Management

Physical

Planning

Physical

Geography

DISASTER AND

DEVELOPMENT

STUDIES

Emergency response

systems

Simulation and

preparedness

Emergency

communications

Humanitarian

assistance

Business continuity and

critical infrastructures

Health infrastructure

Food and nutrition

security

Infectious disease

management

Emergency health care

Social and psychosocial

care

Social integration, cohesion and

exclusion

Risk society

Perception

Vulnerability, coping and resilience

Gender

Sustainability

Culture and development

Economic and uneven development

Development paradigms and discourse

Gender and development

Disaster archaeology

Colonialism

War, peace and conflict

resolution

Political economy of

disaster

Risk governance

Human security

Space and location

Demography and

migration

Scale of human

interactions

Identity and

representation

Ecology

Biogeophysical processes

Water management

Pollution

Life cycle analysis

Landform processes

Geo-tectonics

Fluvial processes

Climate

Predictive modelling

Environmental engineering

Building design

Energy management

Urbanisations

Transport

Fig.1 Disaster and

Development Studies


Higher Education

4

Key cross-disciplinary ideas in

DRR

• Natural Hazards

• Human vulnerability

• Environmental sustainability

• Sustainable livelihoods

• Prediction and early warning

• Risk management

• Human resilience

• Human security


Higher Education

5

Where has it lead?

• A stimulating and successful academic development, theoretically and methodologically

• Policy informed by theory that is in part developed from observation of practice

• Improved human capacity to recognise a disaster reduction approach and where possible enter employment that contributes to this agenda

• Some evidence of influence on the political will to engage with DRR


Higher Education

6

What it has not done yet

• Enter the wider education curriculum

• Fully reconcile different academic traditions

• Gain sufficient attention of emergency responders

• Learn from the disparate and multicultural interpretations of disaster risk reduction

• Attract sufficient financial investment

• More directly support community development of disaster risk reduction, rather than just sign up to that as the right idea.

25


Higher Education

7

What more might be done – more

immediately• More and better research

• Increased acceptance of cross-disciplinarity and patience with the challenge of an integrated approach

• Humility, to be able to think again

• Support learning in disaster risk reduction across a broader range of academic levels

• Rethink the meaning of community participation in the learning process of the ‘expert’.

• Further investment in one of the most key issues of our times.


Higher Education

8

What more might be done – more idealised

view of ‘new’ Disaster Reduction Education

• Lead by ongoing real or perceived threats

• Practitioner oriented with perpetual interpretation and review

• Proactive engagement to facilitate disaster reduction i.e. resilience in practice through participation

• Lessons learnt through evaluation before, during and after disasters

• Build on localised knowledge through ‘grounded’ research and risk communication in the community

• People centred assessment of disaster risk

• Empathy with the subject matter to motivate

• Change behaviour


Higher Education

9

What’s happening at Northumbria?

(a start)

• Dedicated postgraduate programme on link between disaster management and sustainable development

• Parts of undergraduate modules for courses in environmental management and geography

• Disaster and Development Centre (DDC) to consolidate research led teaching approach through project approach

• Use of theoretical and practitioner research approaches for policy and practice


Higher Education

10

Disaster Management and Sustainable Development


Higher Education

11

Teaching and Learning Modules

(postgraduate)• Sustainable Development

• Disaster Risk Reduction

• Approaches and Methods to Project Planning

• Physical and Mental Health in Disaster and Development

• Subject Exploration (flexible topic specialisation)

• UK Emergency Planning

• Research Methods

• Work Placement

• Dissertation


Higher Education

12

DDC Vision as an Applied

Research Development

Facilitating disaster risk reduction and

sustainable development for human

security and resilience

26


Higher Education

13

DDC People

• Academic Staff Engagement

• Research Associates

• Project Field Staff

• PhD Registrations

• Visiting Scholars

• MSc Students

• Volunteers

• Affiliates

14

Origins of Disasters?

A Knowledge Acquisition Challenge

Assess Origins, Manage Risks:

• Hard Science

• Soft Science

• Non-Science

• Art - Faith – Culture

• Politics


Higher Education

15

Methods

• Teaching and Learning

• Applied Research

• Capacity Building

• Community Development

• Policy Advice

• Technical Support

• Cross-cultural Exchange


Higher Education

16

DDC Current Themes -

Programmes

• PgC/PgD/MSc Disaster Management and Sustainable

Development

• Disaster Resilience and Sustainable Livelihoods

• Social Care in Disaster and Development (SCDD)

• Trauma Risk Reduction (TRRP)

• Infectious Disease Risk Management (IDRM)

• Integrated Emergency Management and Security

• Migration and Displacement

• Gender and Disaster


Higher Education

17

Learning with Partners

• DDC engagements in more than 20 countries

• 25 Partnerships and collaborations established


Higher Education

18

Structure and Function

2. Research, Teaching

and Learning

1. Support to

Practitioners

3. Methodological and

Policy Development

Intersecting

Programmes

27

PPDM

0

Disaster Risk Reduction in

Bangladesh Higher Education

K. Iftekhar Ahmed, PhD

Postgraduate Programs in Disaster Management (PPDM)

BRAC University

Dhaka, Bangladeshwww.bracuniversity.ac.bd

Bangladesh – Nepal – UK Seminar on

Disaster Risk Reduction Studies in Higher Education:

Linking Communities for Livelihood Security


PPDM

1

I�TRODUCTIO�

■Bangladesh is highly disaster-prone; context of poverty,

disasters assume great proportions; risk and vulnerability

to various disasters is extensive.

■Some disasters are annual and cause regular national

loss. Others are waiting in the offing - not hard to

imagine destruction by earthquake in dense urban areas.

■There is an important need for higher education

programs that contribute to disaster risk reduction.

PPDM

2

■Most practitioners are either trained abroad or learn from

painstaking work experience.

■BRAC University runs the only specialized

higher educational program in Bangladesh,

offering certificate, diploma and master’s level

qualifications in disaster management.

■Educational program targeted for active professionals

allows contributing to this nationally significant field, the

reason for developing this course.PPDM

3

STATE OF DRR EDUCATIO�

■ Disaster Research, Training and Management Center

(DRTMC), Dhaka University:

Mainly research and short training courses.

Library resources and publications.

Modules on disasters taught at the Department of Geography.

■ Jahangir &agar University:

Modules on disasters taught at the Departments of Geography and

Planning.

Research and publications.

■ BUET:

“�atural Hazards & Disaster Management” course at undergrad

and master’s level at the department of Urban & Regional Planning.

Also research and publications at the Department of Civil

Engineering, IT�, etc.

PPDM

4

■ Chittagong University:

Some modules and research at the Department of Geography.

■ Some govt. agencies: BPATC, DMB, BMD, SPARRSO, etc.

conduct short-training courses.

■ Some Private Universities eg. IUBAT, AIUB:

Modules or related courses (eg. Floodplain Management)

EXCEPT FOR BRAC UNIVERSITY, IN

BANGLADESH THERE IS NO

FULLFLEGED HIGHER EDUCATION

PROGRAM GRANTING A MASTER’S

DEGREE IN DISASTER MANAGEMENT

PPDM

5

PPDM HIGHLIGHTS

■Entry into 1-semester postgraduate certificate course on Disaster

Management.

■Expansion into 2-semester postgraduate diploma program, with option

of master's degree in additional 1-2 semesters.

■Semi-autonomous program within BRAC University (BU); links with

Architecture and Social Sciences.

■Long-term objective to develop disaster risk reduction institute within

BU.

■Targeted primarily for staff of various organizations to supplement

profession-based learning.

■Practice-oriented course to advance post-professional qualifications

and for career development.

28

PPDM

6

ROLE OF BRAC U�IVERSITY & BRAC

■BU is within BRAC’s nationally important organizational

framework. Right place to run program in this nationally

significant field.

■Linkage to BRAC with its extensive infrastructure and experience

is an advantage for BRAC University.

■Because course is targeted largely for NGOs, relevant within

BRAC.

■Allows forming an important bridge between education and

practice and dissemination of research findings to the practical

field via BRAC programs.

■Useful for other departments: architecture, business

administration, economics and social sciences.

PPDM

7

DEV617 Disaster Risk Management

This course provides a broad and detailed understanding of disasters – their threats, consequences and organizational

management mechanisms, with emphasis on their relationship to the wider context of development. The objective is to

enable disaster management practitioners, or those who might be involved in future disaster management practice,

research or education, to build or enhance their capacity for working in this field. The course is multi-disciplinary and

draws upon a wide range of case studies, research findings and experiences of local governments, civil society and

NGOs, both from Bangladesh and elsewhere in the developing world. Contents: Organizational and policy context of

disaster management, Assessment of risk and vulnerability, Risk communication, training and public education,

Preparedness and vulnerability reduction, Response and recovery strategies, Rehabilitation and long-term development,

Community-based approaches, Planning, implementation and management of interventions. 3 credits.

Bibliography

ADPC (2003) Earthquake Vulnerability Reduction in Cities (EVRC-3): Reader and Participants Manual. Bangkok,

ADPC.

AHMED, I. (ed) (1999) Living with Floods. Dhaka, UPL.

BLAIKIE, P. et al (1994)At Risk: Natural Hazards, Peoples Vulnerability and Disasters. London, Routledge.

BIDS and BUET (1993)Multipurpose Cyclone Shelter Study. Dhaka, BIDS and BUET.

ELAHI, K.M. and ROGGE, J.R. (1990) Riverbank Erosion, Flood and Population Displacement in Bangladesh. Dhaka,

Jahangirnagar University.

NIZAMUDDIN, K. (ed) (2001) Disaster in Bangladesh. Dhaka, DRTMC.

■Elective course on disaster risk management to be offered in the Masters of Development Studies (MDS) program, creating possibility for obtaining

specialization in disaster management within development studies.

PPDM

8

TARGET

■Bangladeshi organizations a source of students and also partners. Also

govt departments - DMB, health, environment, fire service, armed

forces, etc.

■International and national NGOs.

■Over the long term, the course is expected to attract students from

other countries, particularly in the South Asian region.

■Multi-disciplinary course to produce graduates who can work in

disaster risk reduction field in wide-ranging capacities and roles.

■Practice-oriented course, in lieu of academic qualifications,

professional/practical experience is also considered.

■Wide target group important contributing factor towards course

feasibility.

■Maximum 20 students. Given national relevance and interest, and

accessibility to wide-ranging candidates, recruiting has not been

difficult. 2nd batch running.

PPDM

9

FACULTY

�Adequate expertise in Bangladesh within the disaster field (BPDC,

CARE, CDMP, UNDP, etc) - the main source of teaching staff.

�Administered by a faculty group from BU and support staff from

BRAC and BU.

� Specialist faculty from other universities, organizations and other

countries.

� In line with student composition and course contents, teaching staff

gathered from a range of disciplines.

� In courses with explicit multi-disciplinary contents, a team of tutors

from different disciplines teach.

PPDM

10

CO�TACTS

�Regional contacts - ADPC (Thailand), AIDMI (India), NSET

(Nepal) - for visiting faculty, educational links, exchange-

programs, collaborative projects and events.

� International contacts - WSSI (USA), Cranfield University

(UK), CENDEP (UK), ITC (Netherlands), Swinbourne

University (Australia) - are also sources of exchange and

partnership.

PPDM

11

PROGRAM STRUCTURE

■Stage 1: 1-semester postgraduate certificate program of 15 credits: 2

foundation courses (4 credits), 2 core courses (6 credits), 1 elective

course (3 credits) and 1 field study (2 credits).

■Stage 2: Extended as diploma program, another semester of additional

15 credits: 2 foundation courses (4 credits), 2 core course (6 credits)

and 1 elective course (3 credits) and 1 field study (2 credits).

■Stage 3: Extended to a master’s degree, another 1-2 semesters of

additional 15 credits: 2 core courses (6 credits) and dissertation (9

credits).

► At certificate level, field-oriented and appliedaspects are emphasized. At diploma level,more theoretical than certificate level.

► For students assessed at the certificate levelto require them, non-credit preparatorycourses are provided at the diploma level.

29

PPDM

12

PROGRAM STRUCTURE

Level Duration �o. of courses Credit

Certificate 1 semester 6 15

Diploma 2 semesters 12 30

Master’s 3-4 semesters 2 6

Dissertation 9

TOTAL 45

PPDM

13

PPDM

14

SCHEDULE

■13 contact hours per week @ 3 hours per day for 3 days a week and

4 hours on another day. Evening classes. Part-time enrollment

available for diploma program.

■Courses for audit and credit available to other departments at BU

and other universities.

■For field study, contact hours based on field visits.

■For dissertation at master’s level, the schedule consists of personal

tutorials with supervisor(s), attending core courses and working

outside class. PPDM

15

ADMISSIO�S CRITERIA

�Minimum 3-year bachelor degree. Candidates with a bachelor degree

of lesser duration accepted if completed a relevant diploma or

certificate course. This criterion also relaxed for candidates with at

least 5 years of relevant professional experience upon passing an

assessment test.

�Minimum 2nd division in SSC, HSC and minimum 2nd class or at least

2.00 CGPA in bachelor degree. Alternatively, O-level in five subjects

and A-level in two subjects with a GPA of at least 2.0, according to

BRAC University scale: A=5, B=4, C=3, D=2 and E=1; only one E is

acceptable.

�Qualifying in a 100-mark admission test consisting of written test

(80%) and interview (20%).

PPDM

16

COURSE LOAD

■Register at certificate level for 15 credits and completecourse in one semester.

■If initially enrolling for a diploma or master’s degree,then register for minimum 6 credits and maximum 15credits per semester.

■Other than certificate level, full-time students have to

register for at least 12 credits per semester.

■The diploma has to be completed within 3 years and themaster’s degree has to be completed within 5 years afterthe original date of admission.

PPDM

17

COURSE CO�TE�TS

■3 main components: lectures/seminars, field visits and study projects.

Foundation, core, elective courses, field studies and dissertation.

■Independent study projects, (more complex at diploma stage), under

relevant guidance, presented as terminal assignments.

■Field visits to disaster-prone areas and disaster management projects as

part of field studies.

■3 main aspects: Pre-disaster preparedness and risk reduction; Post-

disaster response, relief and rehabilitation; Disaster mitigation and

long-term development (Pre-disaster + Post-disaster).

30

PPDM

18

COURSE COMPOSITIO�

■Certificate Program

A) Foundation Courses (2 credits each)

1. Introduction to Hazards and Disasters

2. Fundamentals of Disaster Management

B) Core Courses (3 credits each)

1. Disaster Response and Recovery Strategies

2. Independent Study in Disaster Management I

C) Elective Courses (3 credits) (any one)

1. Riverine Disaster Management

2. Cyclone and Tornado Preparedness and Rehabilitation

3. Earthquake Vulnerability Reduction

D) Field Study I (2 credits)

PPDM

19

�Diploma Program

A) Foundation Courses (2 credits each)

1. Organizational and Policy Context of Disaster Management

2. Research and Analytical Methods

B) Core Courses (3 credits each)

1. Disaster Preparedness and Vulnerability Reduction

2. Independent Study in Disaster Management II

C) Elective Courses (3 credits) (any one)

1. Community Based Approaches to Disaster Management

2. GIS Applications in Disaster Management

3. Building Design and Construction in Disaster-Prone Areas

4. Urbanization and Disasters

5. Risk Communication, Training and Public Awareness

D) Field Study II (2 credits)

E) Preparatory Course (if required)

PPDM

20

■Master's Program

A) Core Courses (3 credits each)

1. Assessment of Risk, Vulnerability and Capacity

2. Dissertation Seminars

B) Dissertation (9 credits)

PPDM

21

31

Dilruba Haider

BRAC University

Dhaka, Bangladesh

2 February 2007

Challenges� We did not have many academically qualified

people to teach the programme; but have the maximum number of people with long and hands on experience in this field

� So the programme started off with the practitioners: disaster managers at UN level, national and international NGOs, grass root NGOs

� Cautiously steered clear from the traditional concepts / traditional way of teaching

� Very strong focus on disaster risk reduction

Challenges cont…

� Very few women involved in disaster management field, and therefore, difficult to get female faculty

� Very little or no gender disaggregated data available in country

�1st batch had 16 students, while the 2nd batch 15 students

�1st batch had three women students, 2nd batch none

�1st batch had one student from defense while in 2nd batch three

�1st batch had two fresh graduates

�Twelve of the students in the 1st batch were already in DM while in 2nd batch seven

� In the 1st batch five were from GOB while in 2nd

six

�Each batch had one student from academic sector

� Need to get away from Command and control theory of disaster management teaching/ training

� Paradigm shift: to risk reduction

� Had a coordinator in the programme to ensure that risk reduction is adequately integrated into the programme

� Bottom up approach needed to promote change: communities most aware of historical risk scenarios, and closest to their own realities – strong NGO presence help reflect their perspectives at the national level: (PRSP)

� BRAC programme tries to reflect that very learning into the carriculum

� Have the show case of best practices in DRR in country for the students to get exposure to

32

Opportunities Opportunities

� More than 40,000 NGOs� Whole country being disaster prone� NGOs always getting into disaster

management especially in disaster response almost every year, for one type or another disaster (flood/ cyclone/ tornado/ drought/ river erosion/ monga/ earthquake/ fire/ hail storm

� Donors doing pre qualification of NGOs: UN, AusAid, DFID – looking for expert/ trained staff members

Opportunities Opportunities cont…..cont…..� Risk reduction highlighted in WCDR;� Strategic goals of the Hyogo

declaration focused on risk reduction in development planning, institutional capacity and community capacity building, integrating risk reduction into emergency relief and recovery,

� Disaster Management Bureau, Directorate of Relief and Rehabilitation (all focusing on risk reduction)

� CDMP creating a good job market for DRR professionals (planning their

�One student joined CARE

�One student joined CDMP as an expert

�One student has become the head of the

disaster management team of OXFAM

�One student has joined the DM programme in

BRAC as the lecturer

�The defense people who are often involved in

disaster response are getting more and more

interested in the course: many armed forces

members are going on peace keeping mission

(need to incorporate conflict resolution in the

carriculum)

Thank you

33

Disaster risk & Public health Disaster risk & Public health

What to impart in public media and How What to impart in public media and How

much skills we need to manage as health much skills we need to manage as health

professionalsprofessionals

Paras K Pokharel MD,MD. Paras K Pokharel MD,MD.

Additional ProfessorAdditional Professor

School of Public Health & Community Medicine, School of Public Health & Community Medicine,

BP Koirala Institute of Health Sciences ,Dharan, NepalBP Koirala Institute of Health Sciences ,Dharan, Nepal

Role of Risk Perception in Public Role of Risk Perception in Public

HealthHealth

��Risk Perception: Risk Perception: Systematically Systematically

describing people’s degree of describing people’s degree of

understanding about health risk issues.understanding about health risk issues.

��Risk communication Research: Risk communication Research:

Designing and evaluating messages for Designing and evaluating messages for

improving that understanding.improving that understanding.

Risk Perceptions in Public HealthRisk Perceptions in Public Health

�� People can be hurt by inaccuracies in risk People can be hurt by inaccuracies in risk perceptions.perceptions.

�� The price of misperceptions of risk The price of misperceptions of risk perceptions may be exacted over the long perceptions may be exacted over the long run as well as in individual decisions.run as well as in individual decisions.

�� The outcomes of health risk decisions The outcomes of health risk decisions partly determine people’s physical & partly determine people’s physical & financial resources, hence managing their financial resources, hence managing their own affairs and shaping their society.own affairs and shaping their society.

Quantitative AssessmentQuantitative Assessment

�� 1. 1. Estimating the size of risksEstimating the size of risks

Lay people do not realize how small or Lay people do not realize how small or

large the risk is.large the risk is.

By estimating the magnitude of risk, By estimating the magnitude of risk,

effective decisions can be taken.effective decisions can be taken.

Internal ConsistencyInternal Consistency

�� Estimates of relative frequency were quite Estimates of relative frequency were quite

consistent both within and across respond consistent both within and across respond

mode.mode.

Anchoring BiasAnchoring Bias

��Direct estimates were influenced by the Direct estimates were influenced by the

anchor that the investigators provided.anchor that the investigators provided.

�� Thus, people seem to have less a feel for Thus, people seem to have less a feel for

absolute frequency, rendering them absolute frequency, rendering them

sensitive to the implicit cues in how sensitive to the implicit cues in how

questions were asked.questions were asked.

34

CompressionCompression

�� Subjects’ estimates showed less Subjects’ estimates showed less

dispersion than did the statistical dispersion than did the statistical

estimates.estimates.

Availability BiasAvailability Bias

�� At each level of statistical frequency, some At each level of statistical frequency, some

causes of death (homicide, tornadoes, causes of death (homicide, tornadoes,

flood) consistently received higher flood) consistently received higher

estimates than others.estimates than others.

Miscalibration of confidence Miscalibration of confidence

judgmentjudgment

�� In a study subjects were asked how confident In a study subjects were asked how confident

they were in their ability to choose the more they were in their ability to choose the more

frequent in a pair of causes of death.They frequent in a pair of causes of death.They

tended to be overconfident.tended to be overconfident.

�� One possible explanation of this overconfidence One possible explanation of this overconfidence

is that their personal experiences with risks is that their personal experiences with risks

create an illusion of understanding,leading them create an illusion of understanding,leading them

to feel inappropriately like experts.to feel inappropriately like experts.

Contd.Contd.

�� A second is that the high risk teenagers A second is that the high risk teenagers

have less ability to think critically about the have less ability to think critically about the

bases of their beliefs or less willingness to bases of their beliefs or less willingness to

do so.do so.

�� Effective decision making requires not just Effective decision making requires not just

having knowledge, but also recognizing having knowledge, but also recognizing

the limits to one’s understanding.the limits to one’s understanding.

22. . Respond Mode problemsRespond Mode problems

��One recurrent obstacle to assessing or One recurrent obstacle to assessing or

improving lay peoples estimates of risk is improving lay peoples estimates of risk is

reliance on verbal quantifiers for both reliance on verbal quantifiers for both

communicating and eliciting risk estimates.communicating and eliciting risk estimates.

�� Perceived lethality, perceived Perceived lethality, perceived

invulnerability,a log invulnerability,a log -- linear respond mode linear respond mode

3. 3. Defining riskDefining risk

�� Probability of deathProbability of death

�� Expected loss of life expectancyExpected loss of life expectancy

�� Expected probability of premature fatalityExpected probability of premature fatality

�� Total number of deaths or deaths per Total number of deaths or deaths per

person exposed or per hour of exposure, person exposed or per hour of exposure,

or loss of ability to workor loss of ability to work

��Unwitting use of different definitions can Unwitting use of different definitions can

lead to controversy and confusion.lead to controversy and confusion.

35

Catastrophic PotentialCatastrophic Potential

�� The ability of an activity or a technology to The ability of an activity or a technology to

cause large number of deaths in noncause large number of deaths in non--

average years.average years.

Risk ComparisonsRisk Comparisons

�� The multidimensional character of risk The multidimensional character of risk

means that hazards that are similar in means that hazards that are similar in

many ways may still evoke quite different many ways may still evoke quite different

responses.responses.

Qualitative AssessmentQualitative Assessment

�� 1. 1. Event definitionsEvent definitions

�� Scientific estimates of the magnitude of a Scientific estimates of the magnitude of a

risk require detailed specification of the risk require detailed specification of the

conditions under which it is to be observed.conditions under which it is to be observed.

22. . Supplying detailsSupplying details

�� Aside from their methodological Aside from their methodological

importance, the details that the subjects importance, the details that the subjects

infer can be substantially interesting.infer can be substantially interesting.

3. 3. Cumulative riskCumulative risk--a case in a case in

pointpoint

�� As knowledge accumulates about people’s As knowledge accumulates about people’s

intuitive theories of risk, it will become intuitive theories of risk, it will become

easier to predict which details know and easier to predict which details know and

ignore, as well as which omissions they ignore, as well as which omissions they

will notice and rectify. will notice and rectify.

44. . Mental models of risk Mental models of risk

decisionsdecisions

Judging each element in a standard Judging each element in a standard

representation (models) of their decision representation (models) of their decision

making situation.making situation.

36

ConclusionConclusion

��Understanding risk perceptions is a Understanding risk perceptions is a

complicated business.complicated business.

��We have observed methodological issues We have observed methodological issues

appear deceptively simple but they are not.appear deceptively simple but they are not.

37

Sonapur Sonapur Sonapur Sonapur

VDCVDCVDCVDC

41

Will I have a “future” ???Will I have a “future” ???Will I have a “future” ???Will I have a “future” ???

42

Issues and Challenges of

Disaster Risk Reduction

Teaching in Higher Education.Kumud R. Kafle, Sanjay �. Khanal, Rana B. Chhetri, Sabita A. Khanna

Disaster Management and Sustainable Development Center (DMSDC)

Department of Environmental Science and Engineering (DESE),


Nepal – Bangladesh – UK Seminar on

"Disaster Risk Reduction Studies in Higher Education: Linking Communities for Livelihood Sustainability

July 1- 2, 2007


Issues and Challenges of Disaster Risk

Reduction Teaching in higher education.� Conceptions

� Students’ Interests

� Research facilities and funding

� Course structures

� Roles of parents

� Linkages /coordination to governmental and nongovernmental organizations

� Joint research

� Reliability data

� Capacity buildings

� Availability of hardware and software

� Faculty members

� People have perceive that god creates disaster

� Superstition and fatalistic nature of wrong perception

� Disaster Management is part of geology subject

� Earthquake

� Flood

� GLOF

� Volcano

� Landslide

Concentration on natural hazard only

not in preparedness and its pre-management

Discussion

� Focus on preparedness before the disaster occurrences

� Need of research on indigenous resilience techniques & existing local level committee and improve it by different technical methods

e g. communication networking system

Conceptions

� Most of the students interests are in Pollution and Wildlife and its conservations

� Only 4 Students has carried out disaster relevant research out of 222 undergraduate pass out

� Only 1 student has carried out disaster relevant research in graduate level

� Lack of knowledge on scope of disaster risk management

Discussion

� Explanation of its scopes

� Awards and other benefits for the research

� Classes on motivation and social responsibilities

Students’ Interests

Research facilities and funding

� Limited fund

� most of the research grants are as per funding agencies’ need

� For research facilities, new updated software and appropriate faculty are not easily available

� Difficult to provide other physical facilities (logging, transportation and equipments)

Discussion

� Funding for research

� Funding for seminars and workshops

� Research publications

� Fund generation

Course structures

� Existing Generic course structures

Discussion

� Epidemics

� Road accidents (190 accidents in KTM, last month)

� Internal migration due Political disturbances

� Haphazard urbanization

� Communication networking

� Awareness trainings

43

Roles of parents

� Joint structure family

� Influence by relatives

� Influence by neighbors

Discussion

� Interaction program with teachers, students, parents, village officers, social organizations, community based organizations and the stakeholders

� Radio and TV program

� Awareness on responsibility and accountability in society

Linkages / coordination to governmental

and nongovernmental organizations

� More than 33

� Government/Semi-governmental Agencies: (15 Nos.)

� Non-Governmental Organizations (5 Nos.)

� External Agencies/INGOs (9 Nos.)

� Academic Institutions (4 Nos.)

� Lots of redundancies and duplications in the works.

� Most of the works are carried out on a project basis with its own time and budgetary limitations.

� No system of peer review of the research/project reports.

� Coordination between academic Institutions and non academic Institutions

Discussion

� Linkage among all relevant organizations

� Data sharing

� Increased frequencies of seminars and workshops

Joint research

� Inadequate coordination

� Lack of research interests

Discussion

� enhancement of coordination

� sharing experiences

� interest

Reliability of data

� Misunderstanding

� Ethics on professions

� Belief to each other

� No databank system in area of disaster management

� The relevant organizations are working in their way and keep data in their own record system.

Discussion

� Understanding among the organizations

� Data sharing system

� Databank

� Data quality control system

Capacity buildings

� Few trainings on disaster management

� Sharing of knowledge among the teachers

� Exchange training/working program

� Lack of joint research program

� Lack of Motivation towards the disaster management

Discussion

� Exchanges program among the domestic and international institutions

� Training from experts

� Formal Academic Program

Availability of Hardware and Software

� Students in one Batch 60-70 (Environment Science and Engineering) in Undergraduate program

� Computer availability is 16 numbers only.

� Data availability

� Space availability

Available Hardware

� Computers P4 16 �os.

� GPS (Garmin 60) 3 �os

� GPS (Trimble) 1 �o.

Available Software

� ArcView 3.2a

� ArcView 3.2

� ArcGIS 9 (desktop)

� ILWIS 3.0 Academic

� ERDAS Imagine (Demo Version)

Discussion

� Updated software

� Funding for new software/hardware / training, particularly in disaster management

44

Faculty members

� Inadequate specialists

� In our DESE has 12 faculty members

Discussion

� Teamwork among the teacher/experts

Thank You

45

Post Graduate Programs in Disaster Management

BRAC UNIVERSITY, Dhaka

Md. Humayun Kabir, CoordinatorMd. Hafizul Hasan, Lecturer

RESEARCH ON DISASTERS RESEARCH ON DISASTERS RESEARCH ON DISASTERS RESEARCH ON DISASTERS ATATATAT

BRAC UNIVERSITYBRAC UNIVERSITYBRAC UNIVERSITYBRAC UNIVERSITY

Postgraduate Programs in Disaster Management (PPDM), BRAC University

Dhaka, Bangladesh



ObjectivesObjectivesObjectivesObjectives

In view of the vulnerability of the country to natural disasters and the need to build capacity in terms of trained manpower BRAC University initiated the development of a curriculum of studies in Disaster Management in 2003

Initiation of the PPDM in BRAC UniversityInitiation of the PPDM in BRAC UniversityInitiation of the PPDM in BRAC UniversityInitiation of the PPDM in BRAC University



Intake of the StudentsIntake of the StudentsIntake of the StudentsIntake of the Students

-Offered to students in Fall 2005

Programs offeredPrograms offeredPrograms offeredPrograms offered

-Certificate - 1 semester

-Diploma- 2 semesters

-Masters – 3 semesters



2 Foundation Courses (2 credits each)2 Core Courses (3 credits each)1 Elective Course (3 credits)1 Field Study (2 credits)

TOTAL 15 CREDITS

CERTIFICATE

DIPLOMA TOTAL 30 CREDITS

MASTERS TOTAL 45 CREDITS

2 Core Courses (3 credits each)Dissertation (9 credits)

15 CREDITS

2 Foundation Courses (2 credits each)2 Core Courses (3 credits each)1 Elective Course (3 credits)1 Field Study (2 credits)

15 CREDITS

15 CREDITS



Foundation Courses

• Introduction to Hazards and Disasters

• Fundamentals of Disaster Risk Management

• Organizational and Policy Context of Disaster Risk Management

• Research and Analytical Methods



Core Courses

•Disaster Response and Recovery Strategies•Disaster Preparedness and Vulnerability Reduction•Assessment of Risk, Vulnerability and Capacity •Independent Study in Disaster Management I•Independent Study in Disaster Management II•Dissertation Seminars

46



Elective Courses

•Reverence Disaster Risk Management•Cyclone and Tornado Preparedness and Rehabilitation•Earthquake Vulnerability Reduction•Community Based Approaches to Disaster Management•GIS and Remote Sensing Techniques in Disaster Management•Building Design and Construction in Disaster-Prone Areas•Urbanization and Disasters•Risk Communication, Training and Public Awareness•Gender Issues in Disaster Management•Disaster Risk Reduction and Development Planning



Thesis/DissertationThesis/DissertationThesis/DissertationThesis/Dissertation

Students intending to do Master degrees are required to complete a dissertation (maximum 20,000 words, minimum 15,000 words) on a topic related to disaster management. The dissertation will have to be presented and defended at a committee composed of at least two faculty members and one external examiner.



Independent ResearchIndependent ResearchIndependent ResearchIndependent Research

•Till the spring semester 2007, around 50 independent studies have been conducted by the PPDM students.

•Along with these studies, 10 Dissertations have been completed by the PPDM graduates.



On Floods

♦♦♦♦Flood in Baridhara: Causes and Management Approaches♦♦♦♦Damage Assessment of High Schools/Madrasas inside Dhaka-Narayanganj-Demra (DND) Embankment Project- A Case of Fatullah Thana♦♦♦♦ Case Study on Adaptations of the Sphere Standards in Flood Relief 2004♦♦♦♦Assessment of Flood Impact on Education in 2004- A Case Study of Hariharpara High School, Fatullah, Narayanganj♦♦♦♦ Learning to Reach Relief and Rehabilitation to Flood Affected People: Relief Operation Experience of BRAC in 2004 in Dhaka♦♦♦♦ Reducing Flood Vulnerabilities through family level preparedness: A Case of Rowmari Upazila in Kurigram District♦♦♦♦ Impact of Flood Disaster on Domestic Animals and Pets: A Case Study of Mohangonj Upazila, Netrokona

List of the Students’ Independent StudiesList of the Students’ Independent StudiesList of the Students’ Independent StudiesList of the Students’ Independent Studies



List of the Students’ Independent Studies

On Floods

♦♦♦♦Major Floods and Impacts on Food Security: The Case of the 1998 Flood in Bangladesh

♦♦♦♦ Impacts of Floods on the Economic Condition of Agricultural Workers in Bangladesh: A Case Study of Brahmanbaria

♦♦♦♦ Impact of River Damming on Coastal Geomorphology: A Case Study on Feni River Dam, Bangladesh

♦♦♦♦ Causes and Effects of Water Logging in Dhaka City



List of the Students’ Independent Studies contd.

On Earthquake

♦♦♦♦ Post Disaster Preparedness: Earthquake in Dhaka City♦♦♦♦ Implication of Density and Urban Forms in Earthquake Vulnerability

On Cyclone♦♦♦♦A Case Study of BRAC’s Involvement in the aftermath of 1991 Cyclone in Kutubdia♦♦♦♦Hurricane Katrina and Experience from Cyclone Preparedness Program of Bangladesh♦♦♦♦ Profiles of Some Historic Cyclones in Bangladesh

On Tsunami♦♦♦♦ Impact of Tsunami of 26 December 2004 and Bangladesh Perspectives

47




On Tsunami♦♦♦♦ Tsunami 2004: Learning to be Prepared for Future♦♦♦♦Use of Tsunami Deposits Data to Improve Assessment of Tsunami Risk

On Arsenic Contamination♦♦♦♦Alternative Sources of Drinking Water for Arsenic Affected Areas in Bangladesh♦♦♦♦Groundwater Arsenic Contamination in Bangladesh: A Study of Cox’s Bazar District

On Environmental Pollution/problem♦♦♦♦Global Warming: Causes and Consequences




On Environmental Pollution/problem♦Air Pollution in Dhaka City: Causes and Health Effects♦Fulbari Coal Project: Environmental Impact Assessment ♦Water in Camps of Displaced People: Supply, Assessment of Quality and Simple Treatment Method

On Riverbank Erosion♦ Impact of River Bank Erosion on the Livelihood of the Affected Population: A Case Study at Decreerchar Union under Faridpur District♦ Rapid River Erosion of the Padma at Hashail Banari Union under Munshiganj District♦ Case of a Person Affected by Riverbank Erosion




On Drought♦Means of Ensuring Adequate Water Supply in Dhaka to Mitigate Hydrological Drought

On Disaster Management♦Effectiveness of Gono Unnayan Prochesta’s Contingency Plan during Emergency Response 2004♦A Study on the Dialectics of Expectations of Disaster Management Committees and People at Risk: A Case Study of Two Unions in Kazipur Upazila of Sirajganj District♦Children Participation: An Opportunity to Increase the Efficiency of the Disaster Management Activities♦An Exploratory Study on Tools Used in Participatory Vulnerability and Capacity Assessment (PVCA)♦Hyogo Framework and Corporate Plan of Bangladesh Government: Commitment and Reality




On Food Insecurity•USAID Food AID Program in Bangladesh (1999-2004): As a Means to Improve Disaster Risk Management and Reduce Food Insecurity in Bangladesh•Assessing Food Security and Livelihoods Issues in Disaster Risk Reduction Activities

On Disables•Understanding the Family Level Disaster Plan and Community Response to Physically Challenged Persons•Vulnerability Analysis of the Disabled People in the Cyclone

On Building Collapse•Building Collapse Rescue in Dhaka City



On Road Accident•High Way Road Accident in Bangladesh- A Temporal Study of Savar Thana

On Waste Management•Management of Domestic Wastes in Dhaka City•Solid Waste Management and Environmental Degradation

On Unemployment•Seasonal Unemployment in Greater Rangpur: A Study on Its Causes, Effects and Remedial Prospects




Independent ResearchIndependent ResearchIndependent ResearchIndependent Research

Students’ Independent studies include almost all aspects of Disasters

• Floods• Earthquake• Groundwater Arsenic Contamination• Tsunami Impacts• Cyclone • Riverbank Erosion• Water Logging• Drought• Road Accident• Environmental Pollution• Global Warming

48



The students’ research cover major studies of DM

• Impact/Damage Assessment• Disaster Preparedness• Emergency Response• Flood Relief• Assessment of Health Effects Unemployment Problems due to Disasters• Participatory Vulnerability and Capacity Assessment• Disaster Risk Management• Children’s Participation in Disaster Management• Challenges for the Physically Challenged People Population Displacement• Collapse Rescue• Food Insecurity• Solid Waste Management• Disaster Management

Independent Research contd.Independent Research contd.Independent Research contd.Independent Research contd.



Methodologies Applied in DM Research

• Most of the independent studies have been conducted based on the secondary information (published literature in the journals and books, newspaper reports, public documents, websites, Remote sensing data). Along with that, primary data (field investigation, key informant interview, individual interview) have also been used.

Independent Research contd.Independent Research contd.Independent Research contd.Independent Research contd.



• 10 dissertations have been done

• Cover different aspects of DM

(flood vulnerability assessment, disaster management activities)

Dissertations of PPDM



Unplanned Urbanization of Dhaka City: Increase of Rainfall Induced Flood Vulnerability- by Mirza Abdul Ali

This research applied remote sensing and GIS techniques to detect the low land status in different time period and the trend of unplanned urbanization that is one of the major causes of water logging in Dhaka City. Management of drainage system of Dhaka City is presently a challenge for the urban authorities because of rapid growth of population and unplanned development activities. Therefore, a close coordination among urban authorities and agencies and collaboration between public and private sectors is needed for effective management and sustainable operation of urban drainage system. The study has been conducted based on remote Sensing and GIS software used in order to assess the unplanned urbanization on rainfall induced flood vulnerability.

A Study on Coastal Water Pollution of Bangladesh in the Bay of Bengal -by Md. Mizanur Rahman

About three thousand ships including oil-tankers come to our ports every year. There are several thousand mechanized trawlers and boats that spill oil in the coastal water of the country. But our port authority has no laboratory to measure the extent of pollution. The foreign ships taking advantages of poor law against oil spill in the coastal water just flee very quickly after dumping wastes in the sea. Along with it, a number of industries namely fertilizers, cement, pulp and paper, food processing, pharmaceuticals, metal, textile, chemical, petroleum and lubricant plants etc. discharge heavy metals into the coastal water. The shrimp industries of the coastal area generate 15 tons of waste daily which is received by the sea. The study is done based both on primary and

secondary data.



Coping Mechanism at Char Communities with Reference to the Persons with Disabilities: Case Study of Sirajganj District -by Omar Farook

The study aims at getting primary information of coping mechanism of char population especially in flood disaster. Moreover, the study focused on how persons with disabilities cope during floods. Results from the survey show that two study areas are of significantly different in terms of availability of services. Besides, two areas are having different indigenous knowledge, sheltering, and coping mechanisms.

Capacity Building for Flood Preparedness: Comparison between the Initiatives of the Government and Leading NGOs -by Ratish Chandra Roy

Bangladesh has already experienced devastated floods in the recent past in terms of duration and damage. The study has made a critical exploration on capacity building for flood preparedness. The government of the country has a flood forecasting system. But people being very poor are incapable of getting benefit out of that system. The awareness raising programs of NGOs, collaboration projects of GOB and NGOs also created scope and opportunity.



Flood Proofing Project at Char and Haor: Impact on Household Food Security and Consumption -by Shahnaz A. ZakariaThe study aims at overseeing the impact of household food security in the Flood proofing project areas. There are several food security indicators to measure household food security. Results from the study show that food security was achieved by more than 87 percent of the flood proofing project areas. The food security situation was observed more or less stable in the program areas. The effect on food security depends on how consumption of different food items was affected.

Investigation into the Replication Issues of Break-Wall for Flash Flood Mitigation -by Ahmed Shahnewaj Choudhury

Based on the combination of primary and secondary methods, this study examines the various social, economic and environmental aspects of constructing and maintaining the brick-wall as a mitigation measure for flash floods in Bangladesh. Results from the field survey show that collection of money and loss of lands as the main problems in the replication issues of brick-wall for flood mitigation in the haor region. In some areas, the lands of the villagers were forcefully acquired for the construction of brick-wall. Due to the conflict of interest among the various stakeholders affected by the brick-walls, different

social and economic difficulties arose in the study area.

49



Role of Social Corporate Sector in the Earthquake Disasters: A Case Study of Dhaka City -by Mushfequa Ferdous

Dhaka is located in an earthquake prone area for its geological settings. The corporate sector is an integral part of the community and cannot remain isolated from disaster reduction initiatives. Results from the study show that various issues need to be integrated on corporate disaster preparedness and management to advocate materializing it as the corporate social responsibility.

Changes in Livelihood Pattern of Inhabitants in Waterlogged Areas in South-West Region in Bangladesh -by Kaiser Rejve

The southwestern part of the country is subject to different types of environmental problems. Results show that in the study area, no holistic attempt has been undertaken to ascertain the negative impacts of river siltation, water logging, salinity and other disasters. Interestingly, the local people have been trying to participate in the decision-making processes because they have the indigenous knowledge. But the foreigners dealing with the development

projects are ignorant of the local environment.



Exploring the State of Disaster Management Activities in Dhaka City-by Md. Aminur Rahman

The present study explores the state of Disaster Management activities in Dhaka city based on mainly primary and secondary information. It is found that a few of the institutions have training modules and the universities have course or module on disaster management.

Compared to the necessity, research, training, teaching and practical activities on disaster

management in Dhaka city is really scanty.



Students’ Field Studies



Field Studies

Objectives

•In order to teach PPDM students practically beyond their classes, they are taken to disaster prone sites of Bangladesh. •Students identify the potential hazard risks and assess the coping strategies of the local people.•Students are required to produce an individual report on the field study.



Students (on a field trip)



Field Studies contd.

Till 2007, PPDM students visited three disaster prone area of the country covering the-Central part and northeastern wetlands prone to flood hazard-Coastal island- prone to cyclone and earthquake hazards

50



PPDM’s Future Directions

•Extend scope of PPDM beyond offering degree courses to a provider of short courses, training and workshops.

•Become a source of information on disasters: database etc.

•Work toward establishing itself as an

‘Institute of Disaster Management’



Thank You

51

Research Methods in Disaster Risk Research Methods in Disaster Risk

Reduction StudyReduction StudySabita A. Khanna Kumud R. Kafle, Samantha Jone, Sanjay N. Khanal

Disaster Management and Sustainable Development Center (DMSDC)

Department of Environmental Science and Engineering (DESE),


Nepal – Bangladesh – UK Seminar on

"Disaster Risk Reduction Studies in Higher Education: Linking

Communities for Livelihood Security”

July 1- 2, 2007


Contents of the PresentationContents of the Presentation

��Disaster Research Studies at KUDisaster Research Studies at KU�Undergraduate Research

�Graduate Research

�Departmental Research

��On Going Disaster Research Studies at KUOn Going Disaster Research Studies at KU�Undergraduate Research

�Graduate Research

�Departmental Research

��Proposed Disaster Research Studies at KUProposed Disaster Research Studies at KU

Disaster Research Studies done at KUDisaster Research Studies done at KU

LevelLevel TopicTopic MethodsMethods

B. ScB. Sc Landslide Hazard Mapping Landslide Hazard Mapping

using GIS and Remote using GIS and Remote

Sensing for Watershed Sensing for Watershed

Management Planning of Lele Management Planning of Lele

Drainage basin, 2000Drainage basin, 2000

Data collection Data collection

CharacterizationCharacterization

AnalysisAnalysis

B. ScB. Sc Study on Earthquake Study on Earthquake

Preparedness in Banepa Preparedness in Banepa

Municipality, 2002Municipality, 2002

Application of GIS Application of GIS

Questionnaire surveyQuestionnaire survey

Data AnalysisData Analysis

B. ScB. Sc Disaster Management: An Disaster Management: An

Overview of the Programmes Overview of the Programmes

their Efficacy and Adequacy in their Efficacy and Adequacy in

the Context of Nepal , 2003the Context of Nepal , 2003

Data CollectionData Collection

Questionnaire surveyQuestionnaire survey

AnalysisAnalysis

Disaster Research Studies at KUDisaster Research Studies at KU

Contd………Contd………


B. Sc B. Sc Earthquake Vulnerability of Earthquake Vulnerability of

Central Dhulikhel Central Dhulikhel

Municipality, 2004Municipality, 2004

Digital MappingDigital Mapping

GIS Tool RADIUS useGIS Tool RADIUS use

Questionnaire SurveyQuestionnaire Survey

Data Analysis Data Analysis

M. Sc. M. Sc. Disaster Risk Management Disaster Risk Management

Capabilities of the Health Capabilities of the Health

Sector in Kathmandu Valley Sector in Kathmandu Valley

and the Priority needs for and the Priority needs for

further Improvement, 2006further Improvement, 2006


Personal InterviewPersonal Interview

Hospital Capacity Hospital Capacity

surveysurvey

Application of GISApplication of GIS

On Going Disaster Research Studies at KUOn Going Disaster Research Studies at KU


B. ScB. Sc Earthquake Vulnerability Analysis of Earthquake Vulnerability Analysis of

Mid Part of ward No 10 Kathmandu Mid Part of ward No 10 Kathmandu

Municipality , 2007Municipality , 2007



Analysis with GISAnalysis with GIS


Northern Part of ward No 10, Northern Part of ward No 10,

Kathmandu Municipality, 2007Kathmandu Municipality, 2007





southern Part of ward No 10 southern Part of ward No 10

Kathmandu Municipality, 2007Kathmandu Municipality, 2007




On Going Disaster Research Studies at On Going Disaster Research Studies at

DMSDCDMSDC

�� People Centered Hazard and Vulnerability People Centered Hazard and Vulnerability

Mitigation in Disaster Risk ManagementMitigation in Disaster Risk Management

DelPHE/DFID, UK.DelPHE/DFID, UK.

DDC, NU, UK. DDC, NU, UK.

DMSDC, DESEE ,KU, NepalDMSDC, DESEE ,KU, Nepal

BRAC University, BangladeshBRAC University, Bangladesh

BPKIMS Dharan , NepalBPKIMS Dharan , Nepal

52

People Centered Hazard and Vulnerability People Centered Hazard and Vulnerability

Mitigation in Disaster Risk Management at Mitigation in Disaster Risk Management at

DMSDCDMSDC

�� MethodologyMethodology

�� Survey: individual questionnaire interview, FGDSurvey: individual questionnaire interview, FGD-- PRAPRA

�� Establishment of Risk and Resilience Committee (RRC)Establishment of Risk and Resilience Committee (RRC)

�� Action ResearchAction Research

Interaction with CommunitiesInteraction with Communities

Proposed Disaster Research studies at Proposed Disaster Research studies at

DESE/DMSDC DESE/DMSDC

TopicTopic MethodsMethods

Resource Allocation and Resource Allocation and

Habitation Planning for Habitation Planning for

Disaster Risk Reduction in Disaster Risk Reduction in

Pachkhal ValleyPachkhal Valley

PRAPRA

GIS ApplicationGIS Application

Community Based Hazards Community Based Hazards

and Vulnerability Reduction and Vulnerability Reduction

for Sustainable Livelihood: a for Sustainable Livelihood: a

Case Study of Case Study of Jugedharo Jugedharo Women Goat Rearing Group.Women Goat Rearing Group.

PRAPRA

Action researchAction research

53

Research Methods in Risk AssessmentResearch Methods in Risk Assessment

Dr. Anup Ghimire, M.D Dr. Anup Ghimire, M.D

Senior ResidentSenior Resident

Department Of Community MedicineDepartment Of Community Medicine

B.P.Koirala Institute Of Health SciencesB.P.Koirala Institute Of Health Sciences

Dharan, NepalDharan, Nepal

Selecting InformationSelecting Information

�� The information in a communication The information in a communication should reflect a systematic theoretical should reflect a systematic theoretical perspective, capable of being applied perspective, capable of being applied objectively.objectively.

Candidates for such a perspectiveCandidates for such a perspective

1.1. Mental model analysisMental model analysis

2. Calibration analysis2. Calibration analysis

3. Value3. Value--ofof--information analysisinformation analysis

Mental Model AnalysisMental Model Analysis

Communications should be made to Communications should be made to convey a comprehensive picture of the convey a comprehensive picture of the process creating and controlling a risk.process creating and controlling a risk.

Advantages of mental model analysisAdvantages of mental model analysis

�� It allows the emergence of lay beliefs It allows the emergence of lay beliefs that never would have occurred to an that never would have occurred to an expertexpert

Contd…..Contd…..

�� It reduces the chances of omitting critical It reduces the chances of omitting critical concepts, by disciplining the experts to concepts, by disciplining the experts to define their universe of expertise in terms of define their universe of expertise in terms of the influence diagrams.the influence diagrams.

�� It reduces the clutter created by peripheral It reduces the clutter created by peripheral information that is routinely included in information that is routinely included in messages, without much to its role.messages, without much to its role.

Contd……Contd……

�� It increases the chances of revealing It increases the chances of revealing the terms in which laypeople express the terms in which laypeople express their beliefs.their beliefs.

54

Calibration AnalysisCalibration Analysis

�� Communication should attempt to give Communication should attempt to give recipients the appropriate degree of recipients the appropriate degree of confidence in their beliefs.confidence in their beliefs.

�� They would focus on cases where They would focus on cases where people confidently hold incorrect people confidently hold incorrect beliefs that could lead to inappropriate beliefs that could lead to inappropriate actions or lack of confidence in correct actions or lack of confidence in correct beliefs needed to act on them.beliefs needed to act on them.

Value Value --of of --information information analysisanalysis

�� ValueValue--ofof--information analysis information analysis is the is the general term for techniques general term for techniques determining the sensitivity of decisions determining the sensitivity of decisions to different information.to different information.

�� Communication should be attempted Communication should be attempted to provide the pieces of information to provide the pieces of information having the largest possible impact on having the largest possible impact on pending decisions.pending decisions.

Formatting InformationFormatting Information

�� After selecting appropriate information, After selecting appropriate information, it must be presented in a it must be presented in a comprehensive way.comprehensive way.

�� The The termsterms that recipients use for that recipients use for understanding individual concepts and understanding individual concepts and the the mental modelsmental models that they use for that they use for integrating those concepts should be integrating those concepts should be taken into account.taken into account.

Evaluating CommunicationsEvaluating Communications

�� Effective risk communication can help Effective risk communication can help people to reduce their health risks that people to reduce their health risks that they take.they take.

�� Misdirected communications can Misdirected communications can prompt prompt wrong decisions by omitting key wrong decisions by omitting key information or failing to contradict information or failing to contradict misconceptionsmisconceptions

ConclusionConclusion

Quantitative or qualitative both researchQuantitative or qualitative both researchmethods need an anthropological methods need an anthropological background and in depth background and in depth understanding of culture, religion and understanding of culture, religion and financial background to perceive and financial background to perceive and assess the Risk Resilience, so extra attemptassess the Risk Resilience, so extra attemptis needed in our education & communicationis needed in our education & communication

to reach in grass root level for proper to reach in grass root level for proper evaluation. evaluation.

56

Challenge in Risk Communication

Kiran Pokhrel

2nd July 2007

Development of Nepali MediaBefore 1990

• Gorkhapatra

• Rising Nepal

• Radio Nepal

• Nepal Television

• Mission paper

After 1990

• Daily- 1 Dozen

• TV-6

• Radio-147

• Magazine-

• On line-

• Weekly Paper

Media Coverage

2000 onwards

• Increase in coverage

• Increase in In-depth reporting

• Analysis of problems

• Priority of the media houses- Beat

Reporting

• Increased knowledge of Media

Persons

Case study

2005 to 2006(Kantipur Daily)

Number of Reporting: 88

National : 28

International : 60

Covered Issues

Flood : 15

Land Slide : 8

Hailstorm : 3

Fire : 2

57

Common Issues Coverage

Agriculture and Food Security : x

Health and Nutrition : x

Education : x

Housing ,Physical Planning and In fracture :x

Livelihood : x

Drinking Water and sanitation : x

Cooperation : x

Rescue and Relief : x

Governance : x

Trend

Only Event Reporting

No opinion / Depth Research Article

CaseNepal ( Humla)

2005 July 3 : 6 people killed and 5 disappeared

News reported after 4 days

Single Column

India (Simla)Flood of Himanchal Pradesh

Photo grapes with 3 column news

Facts

Average Killed by Flood : 350

Average People by Disaster : 1200

Annual Average Loss : 5hundred m.

What Could Be Done

More Sensation

Established Issues of Development

Dissemination of Research

To increase sensitivity to a broad range of disaster issues at the personal, interpersonal and organizational levels;

contd.

To develop an understanding of basic concepts for improving skills to analyze issues, roles, relationships and situations from a Disaster perspective

Participation with Media

58

THANK YOU

59

Doing Postgraduate Research in Disaster Risk

and Resilience from Nepalese Prospective

Komal Raj Aryal

Research Associate

Disaster and Development Centre

Northumbria University, UK

Content

• Introduction

• Problem Statement

• Areas of study

• Methodology

• Results

• Disaster Scenarios in Nepal (geographical distribution of hazards)

• Challenges

Why disaster risk reduction study is important in Nepal ?

CATCHMENT AREA

The Ganges, The Brahmaputra, The Meghna River

Basins Source: SEED India

Environmental disaster risk

in Nepal .

June 2004 March 2005

Nov. 2006

April 2007

June 2007

60

June,2004

June,2007

Disaster Information Flow in Government

System

Police

Post

Police

Post

Police

Post

District

Police

Office

District

Admin

Office

MOHA

Disaster Problem Tree of Nepal

DISASTER

Social Disasters Environmental/Natural Disasters Economical Disasters

Internal ConflictInadequate knowledge of Disaster

Management

Lack of Economic Regeneration

Activities

Lack of Rules and Regulations on Safety

Measures

Unpredictable Environmental System Lack of Credit System

•Politicalization

•Unequal Education

Opportunities

•Caste System

Fragile Physical and Geological

Environment

(Hilly areas, Mountains, etc)

•Unscientific

Agricultural and non-agricultural

Management Practices

(Source: Aryal,2002)

Field of

inquiry

Disaster

Vulnerability

Local

Knowledge

Communication

of Risk Information

Source: CDM Nepal

Methodology

Epidemics

Flood

Fire

Storms

Landslides

Nepal

Historical data from national

archives

Quantitative Analysis

GIS ( visualisation and

analysis )

Disaster Vulnerability Study

Methodology

61

Epidemics: Cholera, dysentery, dengue fever, and

Japanese encephalitis

Storms: Thunderstorm, hailstorms, snowstorms, and windstorms

Flood: Flood and heavy rain.

Landslides: Mudslides, debris flow, landslides, GLOF

(glacier lake outburst floods);

avalanche

Fire: House fire, forest fire, and industrial fire.

(1900-2005)

13,525 disaster events

7,406,764 human casualties

50.14%

0.20%

43.93%

2.53%2.57%

0.81%

Epidemic

Unrecorded

Flood

Fire

Storm

Landslide

Depiction of Cause of Human Casualties by Disaster in Nepal (1900-2005)

62

Policy Making Level

Political LevelAcademic/Practitioner

Community Level

Source: Fordham (2003),Okada (2003)

Time to act now with evidence

based scenarios!

Thank you !

63

Methods for Risk and Resilience

Research in Nepal

Dr Samantha Jones, Northumbria

University

Delphe Seminar, July 2007

Presentation Aims

• Brief introduction to first Delphe research project

• Application of various research methods in this research

• Discussion (time permitting) of areas for future research

• Application of research methods in HE teaching

Research is one of the component aims of the Delphe project

Successful academic research may include:

– Valuable insights from field work

– Rigorous empirical data collection

– Contribution to theoretical debate

– Topical/ original/ novel

• Too early to evaluate the success of RRC

• One research project has begun:

Broad hypothesis

– Committees with a higher capacity to

implement risk reduction activities (e.g.

through strong socio-political networks/

organisational skills) may less well represent

the needs of the most vulnerable

Action Research• This is an action research project as researchers are actively involved in transforming the situation in which they research -

• with the intention of improving the lives of the participants and beyond (redress power/ create change/ influence policy/ empower and build capacity/ problem solve)

Process: establishing 3 RRCs

Considerations: process shapes the outcome of research

Participatory Appraisal

As part of the establishment of the RRCs, PA workshops were held on the premise that:– PA often generates data quickly, good for initial, exploratory research

– Diagrammatic and graphical tools may help participants feel at ease and engage more easily with the subject

– The philosophy is congruent with our own: experts as facilitators, learning from local knowledge, reveals local priorities

– Can be empowering especially if oriented to problem solving

64

Participatory Appraisal

Process - Initial workshops included:

matrix ranking, spider diagrams, hazard

mapping; vulnerability assessment;

institutional importance

Considerations: Does not generally meet the standards for publishable social science

research; limited applicability

Qualitative Methods

• Aim to be adopted in this research to:

better capture diversity (e.g gender,

wealth)

• Understand context

• Explore people’s experiences, feelings,

meanings attributed to the world, ‘rich/

thick’, detailed, nuanced, complex

Qualitative Methods

Process: recording meetings to expose

feelings, who speaks, listens; interview

with committee members

Considerations: Time consuming (e.g.

translating and transcribing); prolonged

engagement may be needed to enhance

trust, openness and reliability

Quantitative Methods

• Also questionnaire survey in wider community to

create a representative sample (transect

sample)

• Using a combination of closed and open ended

questions to generate categorical and ordinal

data to enable statistical analysis

This research project: 200 people interviewed at

each site – risk priorities and perceptions

The data (hopefully) will not only enable the

research question to be addressed, but also be

useful to the RRCs, policymakers as it

examines:

– What are people’s priorities for risk reduction

– What factors affect their vulnerability and wellbeing

– Where are the hazards

– At what level risks might be best managed

– What actions are already being taken to reduce risk

– What ‘resources’ might be most useful for

strengthening resilience

Ideas for future research

• May be other outputs from data generated

• Evaluative/ reflective paper – key role for Sabita and Anup

• What other avenues could be explored as part of this link?– Scope for co-authored papers, across disciplines/ countries and

– Combining experience in publishing in international peer reviewed academic journals with good field understanding

65

DM research methods in HE

For example:

Teach research methods and set research questions/ projects for students.

Students can design research project e.g.

– Compare levels of disaster preparedness between two communities

– Are risks gendered?

– Evaluate the effectiveness of a DRR project

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Appendix1: Programme

Day 01 / 1st July 2007

09:00 – 09:30 Registration

09:30 – 12:00 Opening Session

09:30 – 09:35 Welcome Address: Dr. S.N.Khanal, DMSDC, KU

09:35 – 09:45 Chief Guest : Mr. Pratap Kumar Pathak, Joint Secretary, Ministry of Home

Affairs Nepal

09:45 – 09:55 Special Guest Address: Mr. John Fry, Director, British Council

09:55 – 10:05 Inauguration by lightening and Inaugural address : Prof. B.M. Tuladhar

Register, KU

10:05 – 10:20 Key Note Address: Dr. Andrew Collins, Director, Disaster and

Development Centre, Northumbria University

10:20 – 10:30 Appreciation to Pachkhal Valley Risk and Resilience Committee by Mr.

John Fry (Community Emergency Kits Handover)

10:30 – 10:40 Vote of Thanks Prof. S.N.Rimal Dean, School of Science

10:40 – 11:00 Tea Break

11:00 – 12:50 Session 1: Overview and Outline

Chair: Mr. Somlal Subedi, Joint Secretary, Ministry of Local Development

Nepal

11:00 – 11:20 Importance of Disaster Risk Reduction Studies in South Asia: Dr. Rohit

Jigyasu, Visiting Faculty, Research Centre for DMUCH, Ritusmeikan

University, Kyoto, Japan

11:20 – 11:40 Disaster Risk Reduction in Bangladesh Higher Education Curriculum:

Dr. Iftekhar Ahmed (BRAC)

11:40 – 12:00 Disaster Risk Reduction in Nepalese Higher Education Curriculum: A

Case Study from Kathmandu University: Dr. S. N. Khanal

12:00 – 12:20 Disaster Risk Reduction Education in Nepalese School Curriculum: Mr.

Haribol Khanal, Director General, Curriculum Development Centre,

Ministry of Education, Nepal Government

12:20 – 12:40 Disaster Risk Reduction in British Higher Education Curriculum: A Case

Study from Northumbria University: Dr. Andrew Collins and Dr. Sam

Jones (DDC, NU)

12:40 – 13:00 Questions and Answers

13:00 – 14:15 Lunch

67

14:15 – 16:30 Session 2: Challenges of DRR Teaching in Higher Education

Chair: Professor S.Nagesh, Head, Department of Community Medicine,

BPKIHS/ Lady Harding Medical College, Government of India

14:15 – 14:35 Mr. Md. Hafizul Hasan, BRAC University

14:35 – 14:55 Dr. Paras K. Pokharel, BPKIHS

14:55 – 15:15 Mr. Kumud Kafle, Disaster and Sustainable Development Centre, KU

15:15 – 16:15 Discussion

16:15 Adjourn

18:00 Reception Dinner

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Day 02 / 2nd July 2007

09:30 – 11:30 Session 3: Research Methods in Disaster Risk Reduction Study

Chair: Dr. Iftekhar Ahmed, BRAC University

09:30 – 09:50 BRAC

09:50 – 10:10 Kathmandu University: Mrs. Sabita Khanna

10:10 – 10:30 Dr. Anup Ghimire, Senior Researcher, Community Medicine and Tropical

Disease, BPKIHS

10:30 – 10:50 Challenges in Researching Disaster Risk Reduction for Risk

Communication in Nepal: Kiran Pokharel, Senior Radio Journalist

10:50 – 11:05 Tea Break

Chair: Dr. S.N. Khanal, DMSDC, KU

11:05 – 11:25 Doing Postgraduate Research in Disaster Risk and Resilience from

Nepalese Prospectives: Komal Raj Aryal, DDC, Northumbria University

11:25 – 11:55 Dr. Sam Jones, DDC, Northumbria University

11:55 – 12:25 Discussion

12:25 – 13:30 Lunch

13:30 – 16:00 Session 4: Participatory Curriculum Development Exercise (A Model

Curriculum for Disaster Risk Reduction in Higher Education) in 3

groups.

13:30 – 13:40 Orientation and Outline of the Activities: Dr. Andrew Collins

13:40 – 15:10 Group Work for Model DRR Curriculum

15:10 – 15:20 Group 1 Presentation



15:40 – 16:00 Discussions

16:00 – 16:10 Closing Remarks: Dr. Andrew Collins, Director of DDC, Northumbria

University

17:00 Departure to Kathmandu

18:30 Dinner at Kathmandu

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Appendix2: Name List

Name Organization

Prof. Suresh Raj Sharma KU

Prof. Bhadra Man Tuladhar KU

Mr. Mukund Prasad Upadyaya KU

Sharad C. Bhandari RSS

Bijaya Raj Ghimire GoN

Bidur K.C. TU

Mr. John Fry BC

Dr. Andrew Collins DDC,NU

Dr. Samantha Jones DDC,NU

Hideyuki Shiroshita DDC,NU

Komal Raj Aryal DDC,NU

Dr. Iftekhar Ahmed BRAC

Md. Hafizul Hasan BRAC

Md. Humayun Kabir BRAC

Ms. Dilruba Haider BRAC

Dr. Rohit Jigyasu Rits

Mr. Pratap Kumar Pathak GoN

Mr. Somlal Subedi GoN

Mr. Haribol Khanal GoN

Prof. S.Nagesh BPKIHS

Dr. Anup Ghimire BPKIHS

Dr. Paras K. Pokharel BPKIHS

Ms. Priaya Pokharel BPKIHS

Dr. S.N.Khanal DMSDC,KU

Mr. Kumud Raj Kafle DMSDC,KU

Ms. Sabita Khanna DMSDC,KU

Dr. Bipin Pathak KU

Dr. R.B. Kaystha DMSDC,KU

Dr. Sagar Raj Sharma KU

Dr. Rana. B. Chsetri KU

Ms. Salu Adhikari KU

Mr. Paul White UNM

Mr. Suresh Bhattarai UNM

70

Dr. J.B. Chauhan KU

Dr. P.C. Adhikari

Dr. Vishnu Dangol

Ram Prasad Regmi

Kiran Pokharel Radio

Mr. Hitoshi Kato DWIDP

Mr. Mahendra Kumar Khamyahang GoN/DMRRC

Mr. Tanka Adhikari PVRRC

Mr. Shuva Adhikari PVRRC

Ms. Phanindra Adhikary IRD NEPAL

Mr. Sujit Ale KantipurFM

Ahmad Kamruzzaman KU

Romesh Tuladhar DWIDP

Bhagubali Timilsina NepalSP

Renuka Bhandari KU

Jhala Kumari Dulal RRC

Gyanendra Chaudhary KU

Dr-Rujan B. Kayastra KU

Silu Brochhibhoya KU

Rina Kurmachya KU

Saru Taujle KU

Vijay Khadgi ICIMOD

Bharat K. Shresthe KU

Tirrhar Adhikan KU

Bhogendra Lomichhane TU

Dilip Khawas TU

Dr. N.P. Sinha KUSMS

Smiriti Gurung KUSMS

Dr. Sagar R. Shaliya KUSMS

John Dickinson KUSMS

Khagendra Achorya KU

Maina Dunuwar BVDC

Dr. Biraj Karmacharya KUSMS

Roshan B. Bhandari TU

Sujan Maratha KUSMS

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KU: Kathmandu University

NNS: National News Service

GoN: Government of Nepal

TU: Tribhuvan University

BC: British Council

DDC, NU: Disaster and Development Centre, Northumbria University

BRAC: BRAC University

Rits: Ritsumeikan University

BPKIHS: B.P. Koirala Institute of Health Sciences

DMSDC, KU: Disaster Management and Sustainable Development Centre, Kathmandu

University

UMN: United Mission to Nepal

JICA: Japan International Cooperation Agency

DWIDP: Department of Water Induced Disaster Prevention

DMRRC: Dhankuta Municipality Risk and Resilience Committee

PVRRC: Pachkhal Valley Risk and Resilience Committee

IRD NEPAL: International Relief and Development

KUSMS: School of Medical Sciences, Kathmandu University

BVDC: Baluwa Village Development Committee

72

Appendix3: Suggested Development of Collaboration

Further collaborative activities for programmes at KU, BRACU, BP/Koirala

and Northumbria to focus energies around common interests

� Should be consistent with DELPHE component of development.

� Joint research papers (eg. Cross-cultural, comparative themes).

� SWOT analysis as pre-condition to further developments.

� Linkages between Health Sciences and other disciplines (eg.

Environment) within KU, between all universities, and within countries.

Wider departmental involvements.

� Staff exchange (eg. 1 semester certificate course at BRAC) – capacity

building.

� Community-to-community exchanges.

� Joint conference in 2008.

� Additional research proposals.

� Brief description (one paragraph each) describing research interests of

individuals

� SAARC regional university – BU & KU could host the Disaster Studies

programme.

� BRAC could help KU in capacity building and assisting in curriculum

development for (say) postgraduate courses. KU/Northumbria can help

BRAC test RRC concept within BRAC community development setup.

� Extension of RRC concept in Bangladesh.

� Exchange for capacity building and marketing, recruitment, scholarships,

etc.

� Creating a bridge in public health in disasters between BRAC, BP, DDC

and KU.

� Faculty visits between all institutions – work towards teaching for at least

a semester, not just visits.

� Research on media communication and disaster communication –

common themes inter-country (Bangladesh - Nepal)

73

� Joint research between universities incorporating NGO sector

� Short term courses attached to the (exchange visits as) joint

programmes for practitioners as means to reduce costs of exchanges

and other developments.

� Sharing good practice based on workshops and community involvements.

� Comparative research between countries/places on key topics such as

floods and landslides

� Four Universities to form larger pool of ‘experts’ that may be available for

consultancy through joint expertise.

� PhD research

Suggested actions to incorporate disaster reduction experience beyond

universities of mutual benefit to universities, policy makers and

communities beyond the university

� Incorporation of traditional knowledge would be a different activity in the

various countries/locations. Needs a guide on the process of acquiring

local/indigenous knowledge.

� Student internships with NGOs as a way of university being in close

contact with the community

� Open a web site for Delphe project owned by the group. Information

resource.

� NGOs and CBOs as an avenue of information between university and

community

� Feedback to communities, policy makers and practitioners.

� Training for the media for accurate reporting of risks, and to feed back

awareness to communities.

� Needs analysis workshops for people beyond the university.

� Bring NGO, practitioner or other people to contribute to modules – guest

speakers

� Communities as case studies that can be also used by students for

action research activities

74

� Manual as a compendium of Local Knowledge that academics and

communities contribute to.

� Delphe project newsletter.

� Facilitate NGO research needs

� Feed research results back to the community

� Encourage students to present at seminars and conferences (particularly

those of international organisations)

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Appendix4: Photos

Day 01 / 1st July 2007

76

Day 02 / 2nd July 2007

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